Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
-- Carol Ann Tomlinson
Incorporating graphic novels into the adult education classroom appeals to a greater range of learning styles and preferences, and educational application of the form resonates with Gardner's theory of Multiple Intelligences. What's more, graphic novels allow teachers to tailor content based upon students' individual strengths, interests, and level of readiness. Increasing accessibility through Differentiated Instruction is key to meeting the educational needs of the (neuro-)diverse students who enroll in adult education. Read on to explore how to use graphic novels to differentiate instruction for adult learners.
Differentiated Instruction |
Carol Ann Tomlinson, the key theorist behind Differentiated Instruction, offers a number of ways to differentiate instruction, including differentiating:
A. Content -- Differentiate content by varying instructional materials by level of difficulty, but also subject matter.
B. Process -- Differentiate process by providing students with options for learning activities (assignments).
C. Product -- Differentiate product by ensuring that students have some say in terms of what they complete for major projects / culminating activities.
|
Differentiated Instruction for Adult Learners |
There is precious little scholarship which investigates the use and benefits of Differentiated Instruction (DI) in the adult education classroom (in fact, the only resource that mentions DI for adult learners specifically is this one; fortunately, it's a really excellent resource). And yet, the abundance of research on DI in youth sector education (including older adolescents) is a testament to the framework's effectiveness, and there really is no reason successful practices in the youth sector will not translate to adult education contexts. Most adult education centres (particularly those in urban and suburban locations) are hubs of diversity. In Quebec, for example, the only real requirement to access English-language adult education is age, as students must be at least 16 years old. Aside from that, students may enrol in this sector regardless of their language, religion, cultural background, gender identity, financial status, or academic ability. Truly, there is something for almost everyone in adult education, and the diverse needs of our students demand diverse, flexible teaching practices.
|
Differentiated Instruction with Graphic Novels |
Tomlinson offers 3 additional ways to differentiate instruction, and they are included here because they are highly learner-centred. Thus, teachers may also differentiate according to students' respective:
D. Interests -- Differentiate by interest by helping students select a graphic novel on a subject they would like to learn more about.
E. Individual Learning Profile -- Differentiate by students' learning profiles by providing them with activities that allow them to work with their strengths but also on their weaknesses.
F. Level of Readiness -- Differentiate by readiness to ensure you meet students where they are at academically.
|