Differentiated learning and web 2.0 technologies

Introduction

This wiki explores some of the links between differentiated learning and Web 2.0 technologies.

Felicia Roul

Differentiated learning

Increased attention to students’ different abilities, different talents, and different learning styles has become particularly relevant in today’s education system (Tomlinson et al., 2003). As Hall (2009) explained, students come from different social backgrounds, cultures, and economies and are all different in their academic and linguistic ability. She argued that they need differentiating in learning content, in the learning process and the product of their learning. Many teachers struggle with this idea, and don’t fully understand how they can differentiate learning for so many students (Tomlinson 2000). However as Hall posited, “Differentiated instruction does not change WHAT is taught; it changes HOW it is taught” (p.1).

Differentiated learning is at the forefront of many educational systems around the world as educators, researchers and administrators alike strive to meet the needs of individuals (Tomlinson, Brimijoin, and Narvaez, 2008). Differentiating learning which is student centered; provides children with variety of different options to learn the same outcome (Tomlinson, 2001). Tomlinson (2000) argues that by using differentiated instruction, a teacher has the opportunity to take action in order to reach each child’s different learning style. Every child has its own unique learning style; this uniqueness does not make the child any more or less intelligent than the next person with a different type of learning style (Dunne, Beaudry, and Klavas, 2002). A learning style is simply the way a student learns best. Brualdi (1996) explained that teachers can refer to Gardner’s (1983) Theory of Multiple Intelligence to help guide them in recognizing student’s different abilities and talents. She also identified that teachers should structure their instruction in such a way that it has the ability to appeal to a variety of students different intelligences.

Willoughby (2005) confirms that teachers can differentiate instruction and reach multiple intelligences by providing several different learning options or paths and allowing for different levels of challenge for all students. Thousand, Villa, and Nevin (2007) concur that multiple intelligences are very important for differentiated instruction and observed that it’s very important to note that the intelligences a student possesses are not fixed and can be strengthened.