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/
February 26, 2025
Hi Zeah,
I really enjoyed reading your post and loved how you connected information from my post to your own. Open pedagogy is indeed a powerful approach, especially in diverse learning environments/classrooms. The connection you made to differentiated learning is really interesting–allowing students to take ownership of their learning and education can help effectively address different needs and learning styles. A question that arises with this approach is whether challenges like digital access or varying student motivation levels would impact its effectiveness.