Applied Instruction Project

Presentation

By: Christopher Stahl

 Overview of Educational Context
• Freshman level health and physical education
classroom
• Want students to feel comfortable and provide
feedback on instruction
• Strategies will follow UDL guidelines.
• This approach is represented by 3 main
principles which are providing multiple means of
engagement, representation, and action and
expression (CAST, 2018).
Plan and Rationale for Differentiated Instruction

• Ice Breakers and Learner Profiles

• It is a great way to encourage communication and
interaction within classroom.
• Helps to create a sense of community
• LP- “They allow educators to understand learning from the
perspective of the learner and their preferences” (Post
University, n.d).
• Helps to build relationships between educators and students
• Helps to guide and customize learning for each individual
student
 Pre-Learning Activity
• Students are asked one of the essential
questions that connect to “big ideas” within the
unit. (5-10 minutes for thoughts)
• Ex: Is there a such thing as a perfect body
image?
• The content is for nutrition and physical activity.
• Use of learner profiles to determine where
differentiation is necessary.
 During Learning Activity
• It is called Stand Up If…
• Students will stand up and perform an
exercise if they choose a certain answer or
agree with a response.
• These should be able to be done in the desk
area.
• Helps to engage students with learning and
the exercise aspect of the unit.
 Post-Learning Activity
• Students will reflect on what they have learned
within the unit.
• If applicable show transfer into their own
context.
• Work can be done in their actual journals, a
Word document, PowerPoint or Prezi, or create a
video.
• Differentiate instruction based on how student’s
reflect.
 Content, Process, and Product
• Content and process will be differentiated
according to readiness, interest, and learner
profiles.
• Teacher will vary content by providing varied text
and resource materials (Tomlinson, 2001, p. 75).
• Teacher will differentiate process by
incorporating learning centers.
• Teacher will differentiate product by
incorporating product assignments.
 Strategies for Differentiation
Strategies: Compacting out and Tiered activities
• Students will be given a chance to “compact out” of the
chapter.
• Students must demonstrate necessary competency on
the chapter post-test in order to compact out
(Tomlinson, 2001, p 30-31).
• Tiered activites are categorized by three learner levels.
• Allows all students to take advantage of the learning and
do it to their maximum capacity.
• Use of learner profiles in would be advantageous.
 Future Goals
• Goal 1: Implement tiered activities as an
effective differentiation strategy with the help
of a teacher with experience in the area.
• Goal 2: Create a learner profile for all of my
students and make sure it is used effectively.
• Goal 3: Work to have a balance of 80%
traditional assessment and 20% authentic
assessment.
 Summary
• Differentiated instruction is the new era of
teaching.
• “Differentiated instruction factors student’s
individual learning styles and levels of readiness
before designing activities” (Weselby, 2020).
• Even though, it does take much more thought and
planning as educators that is what we signed up
for when we accepted jobs as teachers.
 References
• Post University, n.d.  Learner Profiles and Planning Pyramids 

• Weselby, C. (2020). What is Differentiated Instruction? Examples of How to

Differentiate Instruction in the Classroom. Retrieved from
https://resilienteducator.com/classroom- resources/examples-of-
differentiated- instruction/

• Tomlinson, C. A. (2001). How to differentiate instruction in mixed- ability

classrooms. Alexandria, Va: Association for Supervision and Curriculum
Development. 

• CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved

from http://udlguidelines.cast.org