Differentiation and ICT
A differentiated curriculum is a program of activities that offers a variety of entry points for students who differ in abilities, knowledge and skills. In a differentiated curriculum teachers offer different approaches to what students learn (content), how students learn (process) and how students demonstrate what they have learned (product) (DEC, 2011). Differentiation engages students in a positive learning environment where they can progress at their own pace.
Students learn in different ways, and most have a preferred or dominant learning style or a blend of preferences. Fleming’s VAK model (2001) describes three styles of learning: visual, auditory and kinaesthetic. Visual learners learn through seeing and create vivid mental images to retain information (Fleming, 2001). Auditory learners learn through listening, and learn best through discussions and talking (Fleming, 2001). Kinaesthetic learners learn through moving, doing and touching and remember best through interactions. ICT is a powerful way to use learners’ strengths to support them as most ICT are multimodal (a combination of communication modes).
ICT can also be used to support students with different abilities and promote higher order thinking skills. Higher order thinking skills are situated in the upper levels of Bloom’s Taxonomy where students ‘engage in complex thinking and manipulate abstract ideas which transform their meaning’ (Killen, 2009).
Students learn in different ways, and most have a preferred or dominant learning style or a blend of preferences. Fleming’s VAK model (2001) describes three styles of learning: visual, auditory and kinaesthetic. Visual learners learn through seeing and create vivid mental images to retain information (Fleming, 2001). Auditory learners learn through listening, and learn best through discussions and talking (Fleming, 2001). Kinaesthetic learners learn through moving, doing and touching and remember best through interactions. ICT is a powerful way to use learners’ strengths to support them as most ICT are multimodal (a combination of communication modes).
ICT can also be used to support students with different abilities and promote higher order thinking skills. Higher order thinking skills are situated in the upper levels of Bloom’s Taxonomy where students ‘engage in complex thinking and manipulate abstract ideas which transform their meaning’ (Killen, 2009).
Information and communication technologies such as Educreations support students at every level of Bloom’s Taxonomy as well as different learning styles. Educreations is being used in classrooms worldwide with great results. Take a look here.
James Cook University. (2013). Visual, Ausitory and Kinaesthetic (VAK) Learning Style Model. Retrieved from http://www.jcu.edu.au/wiledpack/modules/fsl/JCU_090460.html
Killen, R. (2009). Effective Teaching Strategies: Lessons from research and practice (5th ed.). Melbourne, Vic: Cengage Learning.
New South Wales Department of Education and Communities. (2011). Differentiating the Curriculum. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/programs/differentiate/
Killen, R. (2009). Effective Teaching Strategies: Lessons from research and practice (5th ed.). Melbourne, Vic: Cengage Learning.
New South Wales Department of Education and Communities. (2011). Differentiating the Curriculum. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/programs/differentiate/