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Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction

Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction

Sophia Palahicky
Copyright: © 2015 |Pages: 22
ISBN13: 9781466662803|ISBN10: 1466662808|EISBN13: 9781466662810
DOI: 10.4018/978-1-4666-6280-3.ch002
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MLA

Palahicky, Sophia. "Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction." Models for Improving and Optimizing Online and Blended Learning in Higher Education, edited by Jared Keengwe and Joachim Jack Agamba, IGI Global, 2015, pp. 12-33. https://doi.org/10.4018/978-1-4666-6280-3.ch002

APA

Palahicky, S. (2015). Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction. In J. Keengwe & J. Agamba (Eds.), Models for Improving and Optimizing Online and Blended Learning in Higher Education (pp. 12-33). IGI Global. https://doi.org/10.4018/978-1-4666-6280-3.ch002

Chicago

Palahicky, Sophia. "Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction." In Models for Improving and Optimizing Online and Blended Learning in Higher Education, edited by Jared Keengwe and Joachim Jack Agamba, 12-33. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6280-3.ch002

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Abstract

Students bring their own knowledge, experiences, and personal interests to brick-and-mortar and virtual classrooms. When instructional strategies and learning activities are developed based on prior knowledge, experiences, and personal interests, the instruction is a form of differentiation. This chapter discusses how Learning Management Systems (LMSs) can help teachers and instructors achieve differentiated instruction that meets individual needs. There are two important implications of differentiated instruction: (a) lessons are tailored to meet individual and diverse student needs, and (b) lessons cannot be planned without knowledge about who the learners are. When taking into consideration that teaching is tailored to meet individual needs, it becomes apparent that differentiated instruction means more work for the teacher or instructor. It also means the teacher or instructor has to continually change learning activities and is not able to use handy pre-designed ones because student progress or lack of progress informs teaching strategies. This chapter argues that differentiated instruction is worth the time and effort because it responds to individual needs, and responsive teaching maximizes each student's success.

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