Here is a presentation I created as a differentiated instructional plan for dental hygiene education. Another eight weeks has passed and I find myself thinking about all of the things I’ve learned in this class. Certainly some of the strategies I’ve used in my work as a dental hygienist with regard to patient education were strategies of differentiation. Educating patients is not that different than educating students. Some things I have learned from experience have been confirmed in this class. For example, getting to know your learners is the first step to selecting an appropriate way to differentiate instruction. When I know the learner’s learning style preference, then I can implement strategies that support that style in a way that helps them to use the new information I present in a way that makes sense (Tomlinson, 2001). After I get to know the learner, then I need to assess their prior knowledge. In the dental office setting, I may ask a patient to show me how they floss. From their demonstration I can then determine what they already know and I can begin my instruction from there. It does not make sense to just rattle on about a topic I know a lot about if the patient has no frame of reference or any knowledge related to the subject at hand. I think of differentiated instruction as a form of guided communication that supports the acquisition of knowledge and development of conceptual understanding. Every person/patient/student is different, therefore the way I teach cannot be based on the fallacy that everyone is the same and that everyone will learn like me. That is simply untrue.
View the presentation here: http://prezi.com/15adrkjeojyn/?utm_campaign=share&utm_medium=copy&rc=ex0share
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, Va: Association for Supervision and Curriculum Development