Multimodal Instructional Practice

Multimodal Instructional Practice

Differentiated Instruction (DI) allows the classroom teacher to adapt lessons to a specific student’s learning needs.  DI has four primary areas where it can be utilized. First is content, which is figuring out what a student needs to learn and which resources will help; second is process which are activities that help students understand what they learn.  Third, projects allow students to “show what they know.”  Finally, the learning environment is how the classroom “feels” and how the class works together (Coleman-Tucker, n.d.).  Concept mapping is a strategy where students show academic understanding using graphic elements (Schultz, 2019) and would fall under the process umbrella for DI.  Concept mapping improves student problem-solving skills (Kamble & Tembe, 2013).

Universal Design For Learning (UDL) reminds instructors that all students bring different assets and liabilities into the classroom; everyone learns differently and has varying skills and abilities.  UDL uses multiple means of engagement, representation, and action & expression (AHEAD, 2017).  I have used many of these approaches in my classes.  For engagement, collaborative learning and team building is the direct result of stepping away from simple lectures or Q&A sessions.  Technology, multimedia, and choice are all positive student factors that have led to academic success in my classroom. 

For my parenting class, I have given students the choice of a traditional chapter test or making a how-to video to show their understanding of the material.  High school students appreciate being treated as adults and given options.  It is another good step into adulthood.

References

AHEAD. (2017, November 2). What is universal design for learning (udl)? [Video]. YouTube.https://www.youtube.com/watch?v=AGQ_7K35ysALinks to an external site.

Coleman-Tucker, G. (n.d.). What is differentiated instruction? Understood for All. Retrieved July 31, 2023, from https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-knowLinks to an external site.

Kamble, S., & Tembe, B. (2013). The effect of use of concept maps on problem solving performance and attitude in mechanical engineering course. Procedia - Social and Behavioral Sciences, 83, 748–754. https://doi.org/10.1016/j.sbspro.2013.06.141Links to an external site.

Schultz, K. (2019). Module 4: Conducting action research part 2 transcript: evidence-based and multi-modal instructional strategies. American College of Education. Retrieved July 31, 2023, from https://ace.instructure.com/courses/1916004/modules/items/35884639