Differentiated Instruction: Personalize Learning with Video - WeVideo

In today's classroom, it would be hard to find students with the same learning abilities, skills, and needs. This is why differentiated instruction matters in schools. Think of this method as a hiking trip. If a group of people were to climb a mountain with the same goal of planting a flag at the top, which routes would they take? 

Some may take a less challenging trail, while others enjoy scrambling up difficult passages. One hiker may prefer to join a group, while another may want to make the journey solo. But no matter how they travel, if the hikers plant the flag at the top, they’re on the right track. 

The same analogy applies to learning objectives. Teachers use differentiated instruction to give students various learning paths — but the academic end goal is the same. 

This article delves into the benefits of differentiated instruction, its fundamental elements, and how it puts students front and center. Plus, we reveal how to differentiate instruction through video — with actionable strategies K-12 teachers can use in their classrooms today!

What is differentiated instruction?

When teachers vary their curriculum to create the best learning experience possible for their students, that teacher differentiates instruction.

Differentiated instruction is an approach where teachers adjust their curriculum to maximize the learning of all students, from average learners and struggling students to students with learning disabilities and gifted students — and those in between.

Characteristics of the differentiated classroom

What is successful differentiated instruction? The truth is that it isn't a single strategy but a framework teachers can use to implement various evidence-based approaches. This pedagogy includes varying instructional strategies and activities for students, but it also lets students "show what they know" differently. 

Below are some key characteristics and benefits of differentiated instruction:

• Students have the same learning objectives, but the instruction varies based on their strengths, learning styles, and limitations.
• It's proactive. Teachers proactively plan differentiation to address various learning styles.
• Teachers seek opportunities to better understand their students through different evaluation forms, including classroom discussions, observation, and formal assessments.
• Students work independently and in different group arrangements, also known as "flexible grouping." 

Flexible grouping is at the core of differentiated learning, so let's expand on it briefly. 

These groups may be purposeful or random. Groups may work together for a day or several weeks. But ultimately, these groups need to be versatile. Examples include:

• Partners — two students working together with similar ability level
• Ability groups — combining two partner groups or new groups matching students at similar ability levels
• Mixed ability groups — working with students of all different levels

Differentiated instruction vs. individualized learning

A teacher uses differentiated instruction to give students various learning paths, including students with Individualized Education Programs (IEP). However, it doesn't replace the goals in these plans. Instead, the teacher personalizes instruction to help learners meet those objectives. 

Another note when using this framework is that differentiated instruction and individualized instruction differ. Individualized instruction centers around the needs of one student, and it changes the pace at which students learn. If differentiated instruction is the "how" then individualization is the "when."

Four elements of differentiated instruction

When discussing this method, we need to mention Carol Ann Tomlinson, an educator who provided practical frameworks for making effective student-centered instruction a reality. In her book Leading and Managing a Differentiated Classroom, Tomlinson states:

"Students differ as learners in terms of background experience, culture, language, gender, interests, readiness to learn, speed of learning, self-awareness as a learner, independence as a learner, and a host of other ways."

With this in mind, Tomlinson felt that teachers could differentiate instruction in a classroom environment in four ways, including:

1. Content — figuring out what the student needs to learn or which resources will help. 

Examples:

• • Using voice recognition software
  • Delivering ideas through auditory, kinesthetic, and visual means

2. Process — activities that help students understand what they learn or master content.

Examples:

• • Adjusting the time to complete a task to support a struggling student or encourage a gifted student to dive deeper into a topic.
  • Using tiered activities where all students work with the same understandings and skills but progress with different levels of challenge or support.

3. Projects (or Product) — creating projects that ask students to apply and extend what they have learned in a lesson or unit or "show what they know."

Examples:

• • Students can use different ways or methods to express what they have learned.
  • Allowing students to work alone or in small groups on their projects. 
  • Urging students to create their own projects (including required details).

4. Learning Environment — how the classroom feels (the climate or tone) and how the class works together. Flexible grouping plays a critical role here.

Examples:

• • Creating spaces in the room to work without distraction for students who work better alone.
  • For students who work better as a team, allow them to work in groups or collaboratively.

Why video is a powerful tool for personalized learning

Teachers can integrate video technology to promote more equitable, efficient, and engaging learning for any grade level. How? Differentiated learning experiences meet students where they are, and using video elevates this goal. 

Video learning allows for self-paced learning, letting students access content when ready. It can also give students a deep sense of agency. For example, a teacher can have a struggling student go to a video (created or from YouTube) and view additional information and support there. 

When students have access to the material and resources, it helps them feel more confident when analyzing and practicing other critical-thinking skills. Alternatively, students can use video and other multimedia tools to demonstrate their learning in ways that make sense to them. 

Looking at the research

One study shows the power of using video and multimedia tools in high school STEM classes. Researchers discovered that interactive digital video games (gamification) effectively differentiate instruction because they "address individual learners' needs, profiles, and academic achievement levels."

The results found that using gamification in a classroom environment:

• Facilitated pacing variation for different students 
• Differentiated difficulty levels 
• Represented different learners of various backgrounds
• Enabled different assessment forms

Students also feel connected to video technology because it's part of their everyday lives. This interest leads to better student engagement. A survey revealed that 45% of elementary school students said their favorite eLearning methods are digital learning games and watching online videos.

Next, we put theory into practice and offer effective video strategies teachers can use to elevate differentiated instruction to meet students where they are.

Ways to differentiate instruction through video

Below, we examine how you can use video to amplify differentiated instruction in any of the four elements: content, process, product, or learning environment. 

Let's dive in!

Content 

This stage is simple: change up learning materials. Teachers can differentiate content using multimedia tools such as videos, animations, images, and more to present information in different forms. 

Video ideas:

• Utilize educational videos with varying levels of depth on a given topic. Using these tools can ensure students with different learning styles obtain the basic knowledge they need on a subject while providing opportunities for higher-order thinking for gifted and talented students.
• Teachers can create instructional videos to engage learners in multiple ways, such as creating interactive video lessons. For example, the educational company WeVideo allows teachers to create and customize videos from various sources, such as YouTube, according to their learning objectives and students' needs. 
• Make explainer videos. These videos can help break down complex subjects more effectively than text. They are also great resources for students to refer back to when content is unclear.

Pro tip: Create videos of content students missed. For example, create a video giving instructions for a day you know you'll be out. Leave the URL for your video where students can easily access it.

Process 

Students start developing a sense of ownership of the content at the process level. Tackle this stage by equipping students with video tools for engaging with the content based on their interests and learning styles. 

Video ideas:

• Use video as pre-lesson prep. Known as the "flipped classroom," have students engage with video material at home before working through the problems in class. 
• Have students create explainer videos to demonstrate a topic to their peers. Educational platforms like WeVideo and their standards-aligned Assignment Ideas Library can help generate lessons (for any grade). For example, one video assignment idea, Stop Motion Science, has students explain complex processes, ideas, or concepts, making advanced science topics accessible.
• Making multimedia projects interactive is a great way to support better content processing. For example, interactive video features like polls, multiple-choice questions, discussion boards, branched learning, and other tools can reinforce learning, gamify content, and encourage interaction. 

Pro tip: Before a test or quiz, assign students individual video resources to practice and review skills they're still strengthening.

Project 

At the project phase, allow students to demonstrate their learning in the way that best reflects their strengths. 

Video ideas:

• Have students create essays and reports through video. Develop these videos by taking the traditional essay or report and incorporating multimedia and online video editing tools such as stills, audio, clips, motion titles, and screenshots for supporting evidence. 

Pro tip: Let's say the unit is on space exploration. Have students create a short "virtual tour" video on the International Space Station.

• Let students demonstrate subject knowledge by having them design a creative video project on the topic. This assignment unlocks student agency while demonstrating creativity and mastery. Using editing tools like music, green screens, and voiceovers can help students make the project fun.

Learning Environment    

Teachers can switch up learning environments easily by using video. This technology allows greater flexibility, permitting students to learn at their own pace and knowledge level.

Video ideas:

• Use video to explain process steps in a science experiment. Have students watch the video in pairs or small groups (depending on their learning needs). Make sure to incorporate flexible grouping techniques, such as creating groups matching students at similar ability levels. While watching the video, have learners stop to pause, take notes, and verbally process with peers as needed. 
• Divide students into groups to create a video project sharing essential insights, data, and additional facts learned from a recent lesson. When students engage in a group project, it's important to remember that each learner has different interests, strengths, and personalities. To differentiate a group assignment, create roles that each student can choose from. Some examples include: 
  • On-camera talent
  • Scriptwriter
  • Voiceover 
  • Fact-checker
  • Researcher

Pro tip:  For advanced learners, set up video stations where they can view more in-depth science lesson content.

Final Thoughts

Differentiated instruction in the curriculum isn't just a "good-to-have" but vital for a holistic and equitable educational experience. Using video offers a flexible and scalable option for teachers seeking a personalized learning experience for their students. And it's fun to use!

Remember, a big goal in education is to ignite a passion for learning in your students. With the proper tools and approaches, your classroom's potential for growth and discovery is boundless.