Category: edci335

Chosen video: https://www.youtube.com/watch?v=h7-D3gi2lL8 

The video that I chose was ‘Differentiating Instruction: It’s Not as Hard as You Think’ by Education Week. This video highlights issues that students may have, as well as solutions that integrate differentiated learning techniques. This video was selected to be in objective 2 of my group’s Interactive Learning Resource in order to help educators understand common classroom issues and solutions to get students engaged with the work they were doing. The interaction that this video would require from the educators would be to reflect on their current teaching practices and consider how differentiated instruction can be implemented in their classrooms. Educators would be encouraged to identify specific challenges their students face and explore the strategies presented in the video to address diverse learning needs. 

Educators should respond to this video by thinking about how the challenges and solutions presented relate to their own classrooms. They are likely to take notes on key strategies, reflect on their current teaching methods, and consider how differentiated instruction can improve student engagement.

Educators would be required to create a plan to address differentiation challenges in their own classrooms. Just like this video highlights a few motivational problems among students and plans to address these problems, educators would be tasked with addressing a problem and implementing their own solutions using critical thinking. There would also be a group discussion forum opened on brightspace for educators to collaborate with one another and work through their problems. This aligns with the concept that “asynchronous online discussion forums built into learning management systems can enable this kind of interaction,” fostering meaningful student-student engagement (Bates, 2019). By structuring discussions around specific educational goals, the platform ensures that interactions are purposeful, encouraging educators to reflect on their strategies and improve their teaching approaches (Bates, 2019). For the discussion forum and the created plan, students would need to have a computer or laptop and access to our brightspace page. To receive feedback, educators would post their plans on a discussion forum in Brightspace, where peers could provide inline comments or review the document through a shared link. This peer-reviewed feedback would allow for collaborative problem-solving and refinement of ideas. A group discussion forum would also be available for educators to exchange insights, share experiences, and support one another in implementing differentiated instruction strategies. To participate in this feedback process, educators would need a computer or laptop with access to the Brightspace platform.

Our interactive learning resource is designed to accommodate diverse learning needs by incorporating multiple instructional strategies. Educators can engage with content through readings, videos, and case studies, catering to different learning preferences. The structured modules on Brightspace ensure seamless navigation, making the learning experience accessible and user-friendly. To enhance engagement and practical application, the resource includes short quizzes, interactive scenarios, and lesson plan development exercises, allowing participants to apply their knowledge at their own pace. The well-structured design ensures a smooth learning experience, enabling educators to integrate differentiated instruction effectively into their classrooms.

In case of an unexpected event, such as a pandemic, our resource will remain accessible through an online learning platform. Teachers will be provided with asynchronous learning materials and discussion forums to maintain engagement. To ensure effective remote learning, training modules on digital teaching strategies, including virtual breakout rooms and interactive assessments, will be included. Technical support will also be available to guide teachers in adapting their lesson plans for online delivery.

One potential barrier is the digital divide, where students may lack access to reliable internet or devices. Although most students do have a device, it would be important for our team to ensure that if technical issues arise for some students that they could be easily fixed or have an offline option. Learning materials will be downloadable for offline use, and alternative low-tech solutions, such as printed packets, will be provided when necessary. Another barrier is varying levels of teacher familiarity with differentiated instruction. 

One potential barrier that would be reduced is accessibility barrier. Our current design is heavily reliant on reading and watching videos so it is important for our team to make the learning resource inclusive for individuals with visual, auditory, or other disabilities. Ensuring that all materials (readings, videos, and interactive content) are compatible with screen readers, provide captions/transcripts, and follow universal design principles would eliminate this potential barrier and provide an inclusive pathway for everyone’s success. 

An example of universal design in engineering is the inclusion of automatic doors in public buildings, which benefit not only individuals with disabilities but also those carrying heavy objects. This concept can be applied to learning design by creating universally accessible digital content. For example, closed captions on instructional videos assist not only deaf and hard-of-hearing individuals but also English Language Learners. By integrating such principles, our learning resource ensures accessibility for all educators and, in turn, their students.

 Now that my EDCI 335 group members and I have some understanding of the theoretical grounds for teaching, we are going to think about how that is applied in designing learning environments by each choosing a instructional approach to research. This blog post activity is similar to a cooperative learning approach called “jigsaw groups,” where group members are divided, and each member becomes an ‘expert’ on a particular component of a concept (EDCI 335, 2025). My blog post will further dive into ‘cooperative learning’ and how it relates to my groups topic of differentiated learning.

Cooperative learning is a teaching method where students collaborate in small groups to achieve a shared learning objective under the teacher’s guidance (Rigacci, 2020). This approach is team-based and helps create a better community (Rigacci, 2020). As a student-centered instructional strategy, cooperative learning encourages small groups of students to work together toward common goals or to complete tasks (Metzler & Colquitt, 2013), just like my EDCI group is doing now. By each focusing on a theory and then collaborating with each other by reading and commenting on each others post, we can share our expertise and deepen our understanding of each theory.

Key elements of cooperative learning include positive interdependence, face-to-face interaction, and the development of interpersonal skills (Comoglio, 1996). Positive interdependence means that each student’s success depends on the group’s success, face-to-face interaction helps students work together and share ideas, and both lead to building important skills like communication and teamwork.

A benefit of cooperative learning is its ability to improve relationships among students with diverse learning needs and cultural backgrounds. This method encourages collaboration between students with varying strengths, allowing them to learn from each other’s perspectives. As a result, students develop greater empathy, respect, and appreciation for different viewpoints, leading to a more inclusive and supportive learning environment.

This approach aligns perfectly with my group’s topic of Understanding Differentiated Learning because it emphasizes personalized learning experiences within a collaborative framework. Differentiated learning acknowledges that students have diverse abilities and cooperative learning supports this by allowing students to work in mixed-ability groups where they can leverage their strengths and receive support in areas where they need improvement.

Overall, cooperative learning provides an opportunity for teachers to implement differentiated instruction strategies effectively. By assigning group tasks that accommodate various learning styles (visual, auditory, and kinesthetic activities), students can collaborate with the material in ways that best suit their individual needs and then collaborate with the group to share their insights. This ensures that each student can engage with the content in a manner that aligns with their strengths. This method enables peer-assisted learning, where students can explain concepts to one another, reinforcing their own understanding while supporting their classmates.

The reading, “Exploring Learning Theories: A Comparative Analysis of Behaviorism, Cognitivism, and Constructivism,”by Ertmer and Newby (2013), discusses the critical features of three foundational instructional design perspectives. Behaviorism refers to the learning theory where learning happens when a person reacts to something (a stimulus) in a certain way (a response). Behaviorism includes recalling facts, defining and illustrating concepts, applying explanations, and performing a procedure automatically. Cognitivism is a learning theory that focuses on how the brain processes, stores, and retrieves information, emphasizing thinking, problem-solving, and understanding. Constructivism is a learning theory that suggests people learn best by actively building on their own experiences and knowledge through exploration and hands-on activities (Ertmer & Newby, 2013). 

The concept that I initially found difficult to understand from this unit was the difference between cognitivism and constructivism. When I first read through the reading, I could not really tell the difference between the two, but after further understanding, I believe the difference to be that cognitivism focuses on how the brain processes and organizes information, like a computer storing and retrieving data, while constructivism emphasizes how learners actively build their own knowledge through experiences, exploration, and problem-solving. In short, cognitivism is about how we think and learn mentally, while constructivism is about how we learn by doing and interacting with the world around us.

Out of the three learning styles, my current instruction style that works best for me is constructivism. because I learn best by actively engaging with the material, experimenting, and figuring things out on my own. I find that hands-on activities, problem-solving tasks, and real-world applications help me understand concepts more deeply. I find it difficult to memorise new info without actually understanding how the info fits into learning topics (cognitivism). My favouritism for constructivism is also evident in my mindset towards learning. My mindset towards learning usually involves being able to have a conversation about the subjects rather than just memorizing the definitions of what is being learned. This aligns with constructivism, as I learn best through active discussion and exploration. However, it also overlaps with cognitivism, as I value understanding and processing information in a meaningful way rather than just recalling facts. 

Overall, this unit was very interesting and opened my eyes to the different kinds of learning theories. No matter what learning theory works for you, at the end of the day, it takes time to learn well (EDCI 335, 2025). Ultimately, the key to success is embracing the learning process and continuously evolving as a student, no matter the approach.