Differentiated Instruction

Differentiation by Process: Musical Modality

My final post regarding differentiation by process involves using musical modality. If you set something to music, it becomes almost impossible to forget. We can all recite Jenny’s phone number[1], as well as that of Empire Carpet. I will never be able to erase Coach’s geography lesson on Cheers. He sang to the tune of “When the Saints Go Marching in,” “Albania! Albania! You border on the A-dri-atic.” He and Sam both passed the test.

Back to differentiation by modality. Whether we believe there is such as thing as learning styles is really a moot point. There are several good reasons to differentiate this way regardless.

Reason #1: Novelty

Previously, on the NCCAT blog, we had established that differentiated instruction (DI) had to be preceded by assessment and that it could be accomplished in at least three ways: content, process, and product. We also learned the term “crap ton.” See yesterday’s post for further edification on that subject.