Blog #4

In this post, I found a video specifically for Differentiated Instruction called “Differentiated Instruction: Why, How, and Examples” by Teachings in Education. This video explains why differentiated instruction is important for educators to implement within their classroom to enhance learner’s engagement and productivity of the content. Additionally, the video explores different methods of teaching style and provide examples for learners to understand and self-reflect to ensure the compatibility between specific teaching styles to their learning style.

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

• The video presents seven different techniques of how to differentiate instruction along with three categories, content, process, and product, that caters to different learning styles. The video inherently requires my students to use their critical thinking skills, which encourages them to interact with the video and reflect on their own learning style. As they continue to watch the short video, students may find analyzing themselves of the type of learner they are and in which category they belong, in order to implement differentiated instructions on their own.

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

• In this area, students will do a short activity after each lesson to assess their learning. For example, they could be paired up into a group and the teacher will instruct them to create a concept map. This will create active collaboration, teamwork, and peer-to-peer learning. Additionally, this type of assessment can boost class engagement and motivate them to reach their learning success. 

How could the video have been designed to generate more or better activity from viewers or students?

• In my opinion the video could have an interactive quiz for every category, questions such as “What type of a learner are you?” or “What type of teaching style do you prefer?,” and more for students to be more engaged rather than self-reflecting and critically thinking for the entirety of the video. Additionally, peer group discussion could also be handy to help each other and look for opportunities to find classmates who have the same learning style as them, in which they can relate to each other and be more motivated to engage with the content.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

• For any potential barriers, to students who have challenges with their vocabularies, the instructor should provide definitions for them underneath each word on video. Furthermore, a downloaded video of the live-video lesson should be posted for students who missed the class, providing access to every student. Each video also should contain closed captions for people who have difficulty hearing. Additionally, the creator of the video, Teachings in Education, could have created a checkpoint questionnaire for each subtopics or key factors for students to fully engage with the video. I believe that these are key things to consider when watching videos like these as it ensures each individual learner to relate, understand, and reflect more meaningful with themselves and the video.