Differentiated Instruction
Rebecca Churton
AET/525 - Facilitating Instruction for Diverse Adult Learners
September 23, 2013
Dr. Portugal, PhD, MAEd
DIFFERENTIATED INSTRUCTION 2
Differentiated Instruction
I have a strong interest in computer technology and hope to facilitate computer-related
courses in the future. For this reason I have selected a course in Photoshop (a graphic design
application) for this paper on differentiated instruction (see Lesson Plan in Appendix A). Due to
the nature of technology, there are already differentiated instruction techniques that are
commonly employed within lesson plans, but there are plenty of additional techniques that can
be utilized to enhance learning experiences for technology students.
Before differentiation can occur, an assessment should be made of the ability levels,
backgrounds, experiences, expectations, and interests of the class. Once an assessment has
been made, the lesson plan and associated examples and activities can be tailored to meet the
needs of the specific group and to include real-life examples that the entire group can relate to.
The goal is to be able to embody student learning styles, interest, and prior knowledge
(Logan, 2011).
Differentiating the Content to be Learned
This class covers beginning to advanced Photoshop concepts and techniques. It is quite
possible that there may be students who are already familiar with the basic aspects of the
application as well as students who have never opened or used the application.
To differentiate instruction in the content to be learned, it should be determined
whether or not the initial Photoshop Tour can be bypassed in the event that all of the
learners have a pre-existing familiarity with the tool. In the event that it is a mixed group, it may
be determined after the assessment that it would be beneficial to break up the cohort into
DIFFERENTIATED INSTRUCTION 3
ability groups and have each group start at an appropriate level within the lesson plan. In this
scenario, multiple texts could also be used that correspond to the varying ability levels within
each group.
The second content adjustment could be to tie in exercises that directly relate to the
field in which the students would work and use the application. For example, if the lesson plan
indicates that students should import graphics, they would be asked to locate and import
graphics from the internet that relate to their desired field or practice. For the layering
objective, students could work with layering images to create work that they might use in their
real-life jobs or hobbies. Considering the diversity one could have in a Photoshop class, there is
a lot of potential to show students the wide array of applications and uses for the tool.
Varying or Altering the Instructional Strategies Used to Teach the Required Content
The lesson plan does not specifically state how content is to be delivered. In facilitating
a class on Photoshop, visual representations are necessary for sufficient explanation of where
specific tools are located within the user interface. Likely the standard method for delivery is
either live demonstration projected on a screen, or screenshots within a presentation, both
accompanied by lecture.
Knowing that there will likely be differing experience levels and learning abilities within
the classroom, self-paced videos could be employed that would enable students to pause and
rewind as necessary to follow along with a learning segment at their own pace. Once a student
was finished with a video tutorial, they could commence with the associated learning activity or
assignment. Time allotted would allow for all students to complete the assignment.
DIFFERENTIATED INSTRUCTION 4
Since students were previously asked to work with images that pertained to their field,
students who finished the assignment before the rest of the class would be encouraged to join
or partner with other students to see what they were working on and get a feel for how other
people use Photoshop in their work or personal endeavors. This has the potential of expanding
students understanding of the program and its uses.
As a believer in the philosophy that one of the best ways to learn is to teach, instruction
could also be differentiated by asking students to come up with a short lesson on one of the
topics covered in class and deliver that lesson in the next class. This assignment would also
serve as a formative assessment to determine whether or not to proceed with the next lesson
or provide some additional training and mentoring on the foundational levels.
Varying the End Product Used to Demonstrate Mastery of the Required Content
To vary the end product, students would be asked to provide a final assignment
(something prepared in Photoshop that utilizes the techniques learned in class) that combines
work related to their field and the field of at least one other student in the class -- providing
students with a choice in their learning experience (Logan, 2011). For example, a particular
student may have an interest in Photoshop for a personal photography business, while another
student will be using the tool to create images for websites. The practical uses and techniques
employed for each of these fields are quite different. This end product would serve to
demonstrate that the student has learned the techniques and can demonstrate multiple real-
world applications for the tool.
DIFFERENTIATED INSTRUCTION 5
Students would also be asked to provide a live demonstration of the key components
learned during the course. This would show mastery beyond what a written exam could display.
On a written exam, when asked how to create a layer, a student could simply respond that they
hit the layer button. This does not demonstrate that they actually know where the layer
button is located or how to proceed after activating the layer button.
Varying or Altering the Environment to Accommodate Varied Learning Styles
From an environment perspective, the standard classroom would consist of learning
stations that each contain a computer for an individual to use during the course. To
accommodate varied learning styles, a combination of lecture, group discussion, textbook
reading assignments, videos, self-paced sessions, in-class and at-home assignments, and
presentations would be provided.
To differentiate instruction within this environment, students would be asked to bring in
samples of work they could show and discuss with the class (for visual and auditory learners).
Perhaps this is something they created for fun or something they may have created as a work
assignment, or something that shows an ability they aspire to in their Photoshop career. For
kinesthetic learners, there are several hands-on activities involved in the differentiation of
content, instructional strategies, and mastery demonstrations listed above.
Throughout the various presentations and self-paced courses, a variety of real-world
applications would be provided that provide context for most, if not all, of the students in the
class. During the assessment period, the facilitator would look for opportunities to include
examples that apply to the specific group.
DIFFERENTIATED INSTRUCTION 6
APPENDIX A
Adobe Photoshop 5.0 Lesson Plan
1. Adobe Photoshop - Tour
1.1 Importing graphics
1.2 Basic Tools - dodge, stamp, lasso
1.3 File exporting for presentation: Tiff, JPEG, PICT
1.4 Editing the shot
1.5 Image overlays
2. Photoshop - Beginning
2.1 Photoshop Tour
2.2 Bitmaps versus objects
2.3 Splash Screen Tricks
2.4 Tools: Use of Basic Tools
2.5 Project #1: Simple Digital Image Editing
3. Photoshop - Intermediate
3.1 Creating Layers
3.2 How to add Masks
3.3 Draw and Edit Paths
3.4 Text Editing
3.5 Project #2: Product Design and Layering
DIFFERENTIATED INSTRUCTION 7
4. Photoshop - Advanced
4.1 Applying Transformations
4.2 Masking and Layers together
4.3 Filtering
4.4 Special Effects: Customize Filters
4.5 Project #3: Perspective Editing
DIFFERENTIATED INSTRUCTION 8
Reference
Logan, B. (2011). Examining differentiated instruction: Teachers respond. Research in Higher
Education Journal, 13, 1-14. Retrieved from
http://search.proquest.com/docview/889136509?accountid=458