Running head: DIFFERENTIATED INSTRUCTIONS

Differentiated Instructions
Montez King
AET/525
March 10, 2014
Dr. Martha Wall-Whitfield

Running head: DIFFERENTIATED INSTRUCTIONS

Abstract
Differentiated instructions are an instructional theory that teachers apply to account for
challenges of diversity in the classroom. This theory enables instructors to develop learning
environments that align with different learning styles, interest, and abilities. This paper applies
differentiated instructions to the instructional method of a National Institute for Metalworking
Skills 5 day workshop. This paper includes a description of the workshop, various instructional
strategies, end products used to demonstrate mastery of content, and environments used to
accommodate varied learning styles.

Running head: DIFFERENTIATED INSTRUCTIONS

Differentiated Instructions
Workshop Description
This workshop introduces instructors to National Industry Skill Standards and insight into
curriculum alignment for all NIMS Machining Level I credentials. Participants will gain working
knowledge of NIMS processes for individual credentialing and accreditation. Critical and/or
challenging features of level I performance parts are identified to enhance training strategies and
share knowledge of best manufacturing practice. Participants will have an opportunity to
demonstrate their skills operating machine tools in an attempt to earn NIMS credentials.
Overviews of the content for NIMS related theory exams are included with trade calculations and
part inspection demonstrations. Participants of this workshop should have knowledge in trade
calculations (especially trigonometry), print reading, basic Geometrical Dimensioning &
Tolerancing, precision inspection techniques, and practical experience operating machine tools.
Participants seeking to earn more than 2 performance-based credentials should machine desired
performance parts prior to attending the workshop. The purpose of the workshop is learning the
NIMS credentialing system, sharing best practices, developing training strategies, and
familiarization of online exam content.
Differentiated Content
Differentiate instructions occur by varying contents, processes, products, and
manipulating environments. Instructors have to adopt strategies to see what contents their
participants need to know or already know such as providing pretests or observing their
knowledge skills of the topic. If the participants demonstrate understanding of the subject can
proceed with tasks independently without listening or reading about the topic. The participants
who do not know the topic would work with participants with better knowledge and pick up

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faster. Instructors need to know what type of participants to be taught and modify contents in
order to maximize their learning experiences. Participants would need to participate in activities
preferable to their learning styles to explore and process concepts effectively.
Instructional Strategies
Differentiated instructions are used to motivate participants with varied learning
preferences such as having participants work independently, in small groups, and large groups.
The plan for the National Institute for Metalworking Skills (NIMS) 5 day workshop has a
method of instructions; however, the theory of differentiated instructions is not incorporated in
the design. The current method is instructor-led with a combination of classroom and shop
floor/lab environments. A NIMS Training Specialist will facilitate the workshop with
lectures/presentations and oversight of machining applications. Training specialist will make
suggestions and recommendation of best practices during lab time. Instructor demonstrations are
limited to inspecting performance parts. Classroom sessions begin with a lecture/presentation of
the daily objectives, demonstrations of relative trade calculation, and group discussions. Shop
Floor/Lab is used to apply best practices in manufacturing selected level 1 performance. Parts
meeting specification during the workshop are accepted for related theory exams.
The recommended differentiated instructions for the workshop include three strategies.
The first is having participants view a 30-minute video regarding workplace teams. Second,
participants will take notes of techniques they use while participating in teamwork and third is to
participate in-group discussions of techniques used in video. The instructor can differentiate this
by making a survey to see which participants had prior workplace team experience. There may
be a group of participants who have years of employment and would find this lesson of watching
the video before participating in-group discussions unbeneficial. The instructor may make this

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more effective by putting the participants with more years together and discuss what techniques
they see as effective teamwork or team players before watching the video and see if there is a
technique or two that they did not include in the recent discussion. The instructor asks them why
they did not include the specific technique. Participants will offer a rationale of not including and
discuss better solutions. This will be beneficial for classmates with fewer years of workplace
experience, listening to their fellow learners discuss live will help participants remember and
review effectively. More experienced participants would also benefit if they are in a group with
similar background of working experience and develop a survey of what makes a good
workplace team. This requires more in-depth skills of thinking of what techniques or terms to
use, what type of survey they should use, and what type of results would be considered as low,
average, or high.
End Product
This instructional plan is currently differentiated because the content has been
manipulated to meet both experienced and inexperienced participants. However, the
undifferentiated lesson plan also includes computer skills, and the instructor would need to know
the participants computing skills before assigning participants into groups. The instructor would
need to decide if the participants should be assigned into groups based on workplace experience
or computing skills first. The instructor may realize it would be irrelevant to assign participants
based on computing skills as many participants regardless of many or few years of workplace
experience already have computing skills. To make group work more effective, using a survey to
see who has more experience working with a team before categorizing participants into four
groups, two groups with experience and two groups with little experience will help the
instructors recognize which participants should be assigned to certain groups.

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Participants with their assigned groups will brainstorm ideas regarding teamwork. All
groups would receive instructions for group project on both workplace team and that computing
skills are to be demonstrated. Groups with experienced participants are more likely to require
less guidance than the groups with less experienced participants. Participants are more apt to
perform favorably if they believe they are competent to achieve the tasks that have been set at
their achievement levels. This method ensures that both experienced and less experienced
participants can achieve in the same class because the practices and principles of differentiated
instruction are targeted to benefit participants triumphantly. Each student will submit a summary
paper regarding effectiveness of workplace teams. This will not be modified, as each student will
be able to define their comprehension of what it requires to create a successful workplace team
using he individuals own experience.
Individual participants have different learning styles, which require modifications in
order to have each of them absorbed information effectively. The instructor will need to include
balanced learning strategies to enhance participants learning acquisitions. Providing resources
such as textbooks, PowerPoint notes, handouts, alternative materials, and a list of recommended
links to visit on the Internet would benefit participants of varied learning styles. The participants
will decide to choose which resource to use to support their learning styles before researching for
their presentation and summary paper. Some participants may use all whereas others may not
and still succeed in the course.
Environments for Learning Styles
The face-to-face class environment needs to be designed to suit to all participants.
Seating need to be open and comfortable, in a semi-circular setting for everyone to see each
other while discussing topics related to workplace team. All videos to be shown in class must be

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captioned to accompany deaf or hard-of-hearing participants. The lights in the classroom need to
be bright and the sound system or the instructors voice must be clear to keep participants
motivated. Not only the instructor, but also the colleges administrators must also play an
important role by understanding and supporting differentiated instruction as well as
incorporating techniques into classrooms to promote participants learning acquisition.

Conclusions
Differentiated instructions require planning and commitment. According to Teaching
Today (2005), instructional designers must accept the fact the diverse abilities, experiences, and
interests have a tremendous impact on student learning. If you are considering using
differentiated instruction in your classroom, the steps provided in this paper provide a place to
start.

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References
Differentiated Instructions. (2005). Retrieved from
http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml