Author: zeahroberts

Engaging students in meaningful learning experiences requires instructional strategies that accommodate diverse needs. One effective approach is differentiated instruction which my group and I explore for our Interactive Learning Design. This method tailors learning to individual student preferences and abilities. To delve deeper into this concept, I have chosen a YouTube video titled “Differentiated Instruction: Why, How, and Examples” posted by LearnFree. This video is student-friendly, visually engaging, and clearly explains differentiated instruction using real-world applications. It provides concrete examples, making it accessible for diverse learners.

This video encourages students to reflect on their learning styles by showcasing different differentiation strategies. According to Teaching in a Digital Age (Section 9.6), videos are particularly effective for demonstrating real-world applications and fostering cognitive engagement (Bates, 2019). In this case, students will naturally compare the strategies presented in the video to their own learning experiences, making the content more meaningful.

When engaging with the video, students are likely to take notes, connect the content to their experiences, or identify differentiation strategies they have encountered in their education. As Bates (2019) notes, videos are useful for prompting students to analyze and apply concepts rather than passively consume information. This aligns with the goal of fostering deeper learning through self-reflection.

To extend learning beyond the video, students could create a short reflection, either as a video, blog post, or discussion post, on their preferred learning styles and how differentiation could support them. This activity prompts students to analyze their own educational needs. Bates (2019) emphasizes the use of technology to encourage active participation and personalization. Using platforms like Google Docs or a course discussion forum, students can articulate their thoughts in a format that suits their preferences.

While the video is well-paced and visually engaging, additional accessibility measures can ensure an inclusive learning experience. Captions and transcripts should be available for students with hearing impairments or language barriers. Additionally, providing alternative explanations or summaries in different formats (e.g., infographics or text-based outlines) can support diverse learning preferences.

By integrating these strategies, this video becomes an effective tool for engaging students in reflective learning, fostering discussion, and promoting inclusivity in digital learning environments.

Bates, A. W. (2019) 9.6 interaction. Teaching in a Digital Age Second Edition. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/  

Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

One potential barrier in learning activities for our Blueprint is the short-answer quiz, which assumes all learners can express understanding through written responses. This might disadvantage those with language processing difficulties or differing communication preferences. To reduce this barrier, we could allow alternative formats, such as verbal responses or concept mapping (charts, tables, mind maps, etc.). Additionally, requiring educators to submit a lesson plan and engage in peer feedback could be challenging for those unfamiliar with formal lesson planning. To support them, we could provide templates, examples, and optional scaffolding, as suggested in inclusive learning design principles​. Another barrier may arise in the discussion forum, where some educators may feel hesitant to contribute due to language barriers or discomfort with online discussions. To make this more accessible, we could allow multiple ways to participate, such as video responses, structured prompts, or anonymous submissions to encourage engagement.

Besides curb cuts, there are many examples of universal design in engineering. Choose an example of universal design in engineering and explain how it can be used as inspiration for a learning design.

Crossing signs that include both visual and auditory signals ensure accessibility for individuals with varying needs. This concept can inspire learning design by incorporating multiple means of content delivery, such as providing text, audio, and visual resources to support diverse learners​. Similarly, images on road signs help convey information universally, just as using icons, infographics, or visual organizers in learning materials can aid comprehension. Public benches, designed for general use but benefiting those needing rest, mirror the value of built-in learning supports, like optional scaffolds, which assist some learners while enhancing accessibility for all​. By designing learning experiences with built-in flexibility, such as self-paced modules, alternative assessment methods, and multimodal content delivery, we can create a more inclusive environment that meets the needs of all learners.

My Comments on Peers Post:

“Hi Dawson! I really like your first analogy, it illustrates how traditional education often caters to a specific group while unintentionally excluding others. Your discussion of Universal Design for Learning (UDL) as a proactive approach rather than a reactive one is so important. Instead of forcing students to fit into a rigid system, UDL ensures that learning environments work for everyone from the start. I especially liked your point about video game design. Games naturally scaffold players through tutorials and difficulty adjustments, something education could embrace more effectively. Your post highlights that designing for inclusion benefits everyone, shifting from the view that accessibility is an “extra” . When we remove barriers before they arise, we create a more engaging learning experiences that empower all students to succeed. Thanks for sharing this perspective!“

Open pedagogy is an instructional approach that prioritizes collaboration, transparency, and student agency in learning. This approach is grounded in the idea that students are not merely consumers of knowledge but active contributors, shaping their educational experiences by creating and sharing learning materials. Key features of open pedagogy include open planning, open products, open reflection, and open processes, all of which encourage innovation, inclusivity, and the co-construction of knowledge (University of British Columbia, 2021).

In the context of our topic, “Differentiated Instruction in Diverse Classrooms”, open pedagogy presents both opportunities and challenges. This approach aligns well with differentiation by promoting student-centered learning, allowing learners to take ownership of their education and customize their learning experiences. According to the University of British Columbia (2021), open pedagogy encourages flexibility in content delivery and assessment, accommodating various learning styles and needs. By incorporating open resources, students have access to diverse perspectives, helping to create more inclusive learning environments (Univesity of British Columbia, 2021). Additionally, the collaborative nature of open pedagogy supports peer learning and knowledge-sharing, which can enhance the learning experiences of students with different backgrounds and abilities.

When considering the best instructional approach for our Interactive Learning Resource, our group decided that experiential learning aligns most closely with differentiated instruction. Experiential learning, as outlined in Kolb’s Experiential Learning Theory, provides hands-on experiences that cater to diverse learning preferences (ParmisB, 2025). It emphasizes direct engagement, reflection, and practical application, which are crucial elements of differentiated instruction. By offering activities tailored to different learning styles, experiential learning ensures that students with varying needs and abilities can engage meaningfully with the content (ParmisB, 2025).

While open pedagogy fosters collaboration and knowledge-sharing, experiential learning’s structured yet flexible approach offers a more practical way to implement differentiated instruction in diverse classrooms. Therefore, while open pedagogy has a place in supporting differentiation through resource accessibility and student agency, experiential learning provides a more direct and adaptable framework for addressing diverse student needs effectively.

References

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. [PDF]. Wikimedia Commons. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf

ParmisB. (2025, February 6). Experiential learning. EDCI 335-ParmisB. https://parmbbedci3352025.opened.ca/experiential-learning/

University of British Columbia. (2021, October). Defining open pedagogy. POSE. https://pose.open.ubc.ca/open-education/open-pedagogy/defining-open-pedagogy/ 

Hi there! My name is Zeah, and I’m a fourth-year psychology student passionate about understanding people and their unique stories. I’m particularly interested in forensic psychology and hope to build a career exploring how life experiences shape who we are and what we do.

Outside my studies, I love spending time in the sun- whether relaxing at the beach, discovering hidden gems like secluded beaches and cozy cafes, or trying different restaurants. I also enjoy meeting new people, learning about their experiences, and connecting over shared interests!

Prompts:

1. Based on your reading, would you consider your current instruction style more behavioralist, cognitivist, or constructivist? Elaborate with your specific mindset and examples.
2. Share a story about your best learning experience (could be a formal course or something more personal). Why did you enjoy it?
3. Describe an example from your life of when you were taught using each method described in this article: behaviourism, cognitivism, and constructivism.

Based on the reading, I would categorize my instructional style as primarily constructivist. I find that applying ideas and concepts to real-life scenarios through hands-on activities or role-playing helps me grasp content more effectively. Even if I lack prior experience with the topic, engaging with it actively allows me to build a deeper understanding. For instance, when ideas or theories re-emerge later, I’m able to refer back to those practical exercises, making it easier to contextualize and apply the concepts. When this is done well, it lays a strong foundation for introducing theoretical content in a way that feels relevant and accessible. I believe this aligns with the constructivist idea that “knowledge emerges in contexts within which it is relevant” (Ertmer & Newby, 2013, p. 56).

One of my best learning experiences took place in high school during interactive and role-playing activities. Teachers would have us simulate real-world scenarios to practice concepts and later explain the theories behind them. For example, we acted out historical events, debated from the perspectives of different stakeholders, and reflected on what we learned. These activities stood out to me because they made abstract concepts tangible and memorable. The ability to reference our earlier actions while learning the theories added a layer of clarity and depth that passive learning methods often lack. The constructivist focus on “engaging the learner in the actual use of the tools in real-world situations” resonates with this experience (Ertmer & Newby, 2013, p. 58).

Reflecting on examples of different instructional methods, behaviourism played a significant role in childhood. Teachers and parents would often use rewards to reinforce desired behaviours. For instance, completing homework accurately meant I could play with friends or watch my favourite show. While this motivated me at the time, I find it less effective for actual learning because it often prioritizes the reward over understanding. In accordance with the text, behaviourism focuses on “responses followed by reinforcement” without assessing deeper mental processes (Ertmer & Newby, 2013, p. 47). 

In university, cognitivism feels like the most common approach, particularly in activities like discussion posts or critical reflections. These tasks require summarizing content and integrating personal insights, helping me organize information meaningfully. For studying, I rely on strategies like breaking content into manageable chunks and creating mnemonic devices, especially for content-heavy topics. This approach aligns with the cognitive emphasis on “structuring information to facilitate optimal processing” (Ertmer & Newby, 2013, p. 51). However, I’ve found that this method can sometimes feel overly focused on memorization. Once the exam or assignment is done, much of what I memorized tends to fade quickly.

Constructivism remains my favourite method because it immerses me in the learning process. I’ve developed a deeper and more lasting understanding by engaging directly with the content and reflecting on experiences. This method helps me learn and equips me with the skills to apply knowledge in meaningful ways, which I find invaluable.

My Comments on Peer’s Post:

“Hi Jade! Your reflection on CSC375 really shows how engaging and hands-on the course was. I appreciate how you connected project work to constructivist and cognitivist principles, especially the emphasis on applying concepts and engaging with project management skills. Pointing out the lack of constructive reinforcement is a great observation since feedback is so important for improving and growing. I also agree with your thoughts on letter grades, they can help track progress but might limit deeper learning.  Overall, your experience shows how practical work and reflection can make learning more meaningful and relatable!”

“Hi Melody! I appreciate how your reflection shows the strengths of a behaviourist approach. Setting clear, measurable goals and using pre-assessment to figure out where to start are super effective strategies. Building on the basics before moving to more challenging tasks is a great way to make sure everything is clearly understood. Your use of positive feedback and celebrating progress is such a good way to keep things motivating. Practicing presentations by starting simple and adding more detail over time is a perfect example of shaping. Your approach shows how structure and reinforcement can help with learning and growth!”