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Drriel: Created page with "'''Differentiation''' is when a teacher or facilitator provides different instruction and teaching actions to learners based on their individual needs or interests. Differentiation is similar to '''personalization''', which is when a computing system allows for interfaces, activities, and content to be changed based on a learner's individual preferences or demonstrated skill or competency. == Definition== '''Di..."

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Created page with "'''Differentiation''' is when a teacher or facilitator provides different instruction and teaching actions to learners based on their individual needs or interests. Differentiation is similar to '''personalization''', which is when a computing system allows for interfaces, activities, and content to be changed based on a learner's individual preferences or demonstrated skill or competency. == Definition== '''Di..."

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'''Differentiation''' is when a teacher or facilitator provides different [[instruction]] and teaching actions to learners based on their individual needs or interests. Differentiation is similar to '''[[personalization]]''', which is when a computing system allows for [[Interface|interfaces]], [[Interactions and activities|activities]], and [[content]] to be changed based on a learner's individual preferences or demonstrated skill or competency.

== Definition==
'''Differentiation''' is how [[Instructor, teacher, or facilitator|teachers]] provide [[instruction]] in different ways to [[Participant, student, or learner|learners]] based on their unique needs. The unique needs of learners can include addressing their [[prior knowledge and experience]] with the [[content]], their demonstrated mastery and [[Competency vs. learning|competency]] with the subject under study, or their [[Attitudes and affect of the learner (KAB)|affect and attitudes]] toward the [[learning experience]] (e.g., self-efficacy, interest).

==Additional Information==
A teacher or facilitator benefits from using [[Formative assessment|formative evaluation]] to determine the unique needs of the learners throughout the learning experience. Teachers also actively [[Monitoring|monitor]] for changes in [[Participation|learner participation]] or [[Attitudes and affect of the learner (KAB)|affect]] as indicators of whether the learner could use additional help through [[Scaffolding and support mechanisms|scaffolding]] or a differentiated [[Instruction|instructional approach]].

'''Approaches for differentiation:'''

* Providing different forms of informational [[content]] (e.g., text, video, audio, interactive, game)
* Providing [[Scaffolding and support mechanisms|scaffolding and supports]] to help with tasks, and removing scaffolds when learners have mastery
* Providing additional content and activities to help learners who need [[Remedial learning|remedial support]]
* Providing choice in activities (e.g., either completing a project or solving a scenario)
* Adapting activities, tasks, and expectations based on learner's abilities, or by providing/prompting different micro-tasks to get to the same goal
* Changing, constraining, or altering the [[learning environment]] to suit learners' needs (including in-person learning environments)
* Conducting regular formative assessment, monitoring, and noticing of students' needs
* Requiring different deliverables for projects based on learners' strengths and interests (e.g., requiring either a written report or a video - learner's choice)

'''Approaches for formative evaluation to support differentiation:'''

* Monitoring learners' level of [[participation]] with activities
* Requesting mini quizzes and comprehension checks periodically on [[Content|content knowledge]] and skills
* Surveying learners on their [[Attitudes and affect of the learner (KAB)|affective]] states: interest, motivation, emotions, perceptions, self-efficacy
* Observing learners as they use [[Educational technology|technology tools]] and work on projects to identify their needs
* Poll learners about questions that they have or things they are being challenged with (ask them directly, or anonymously)

==Tips and Tricks==

* Differentiation is a task that is largely the responsibility of an [[Instructor, teacher, or facilitator|instructor or facilitator]], although it can also be done by computing systems and digital [[Learning environment|learning environments]]. If an instructor is a part of your educational product, consider what variations you might include in the instructor's roles and activities so that they might differentiate based on learners' individual needs and prior knowledge.
* Designing differentiation strategies depends on knowing that differentiation is necessary in the first place, so a good place to start is to anticipate what kinds of needs, differences in prior knowledge and experience, and interests the audience may have. These differences can help you think about what kinds of differentiation strategies instructors or the digital learning environment can provide.
* Think about the ways that a teacher or the technologies that you use can monitor learners' needs and interests as they participate with your product. Consider how might the participants' needs be identified and how their level of [[participation]] with the activities be interpreted to indicate they could use some help or differentiation.

==Related Concepts ==

* [[Formative assessment]]
* [[Evaluation and assessment]]
* [[Instruction]]
* [[Personalization]]
* [[Automation]]

==Examples ==

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==External Resources==

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