Once upon a time teaching was based on the assumption that every student should be similar, using the same process, to achieve the same results. This thinking is a thing of the past. IN supporting the diversity of learners, educators must keep in mind that equality does not equal sameness as Dr. Mary Kalantzis points out. My approach to teaching is being updated with the idea that instructors ought to "valorize local experience and varied identities." This is the basic premise of differentiated instruction which values the tailor-made digital space. Differentiated instruction benefits learners with diverse needs. For instance, students who have disabilities, who are English Language Learners, who are at-risk, or who are gifted can benefit from differentiated instruction. Differentiated instruction has huge implications for pedagogical design, instructional strategies, assessment and grouping of learners. The link I found below nicely illustrates this concept, though it is more applicable to a physical space. Basically, learners are doing different things at different times, but moving toward the same outcomes.

https://www.youtube.com/watch?v=EOPe_cJ67No

In the digital space a differentiated approach to teaching and learning could rely on Hyperdocs.

https://hyperdocs.co/index.php/about_hyperdocs

Hyperdocs uses Google docs to create and share digital lessons. In viewing a sample class which uses Hyperdocs at the link below, I noticed the lessons are multi-modal and students have many choices in the artifacts they create and share. For instance, students were asked to write hashtags in response to cartoons, and they could explain their answers in the physical class.https://youtu.be/kXxAUd9vnd4

One thing I noticed in this sample class is that the teacher called on students at a very fast pace, expecting them to have “on-the-spot” answers. Therefore, I do not think this sample class perfectly illustrates differentiated instruction because students ought to be able to work at their own pace. I think it is also better to call on students only after they have supported one another by working in pairs or groups.

One way my face-to-face (f2f) composition class could become differentiated is by giving students options for how they would like to receive digital feedback. For instance, I could offer video or audio, instead of just text. Giving these options to my students would personalize their learning experience. Some of my students tell me they rely heavily on audio recordings to plan and write their assignments. Therefore, what they are already doing outside of class could become part of in-class activities and could become graded.

In my classroom, I already incorporate differentiated instruction with different groupings--small groups, pair share and one-on-ones, and so I feel confident that I already have applied differentiated instruction. Nevertheless, I will keep thinking of ways to support diversity in learning.

Professor Emeritus at the University of Toronto Michael Fullan states that the goal of educators is “to foster deep learning so that all learners contribute to the common good, address global challenges and flourish in a complex world.” Fostering this deep learning requires educators to collaborate and make strides toward inclusivity by tailoring the learning to meet individual needs. Creativity, community, citizenship, critical thinking, character and collaboration are needed for deep learning (Fullan). These 6 Cs challenge educators to seek the input of others and hone instruction so that it is relevant, engaging, and authentic (Fullan). In conclusion, differentiated instruction requires the teacher to be prepared with multiple options and strategies for students to learn in the digital space and the teacher's repertoire must continue to expand.

Life shrinks or expands in proportion to one's courage. Anais Nin

Michael Fullan and Maria Langworthy (2013). New pedagogies for deep learning. Available from:https://michaelfullan.ca/new-pedagogies-for-deep-learning-an-invitation-to-partner-2013-6-20-2/ [accessed October 18, 2019].