This document discusses incorporating multimedia into differentiated instruction. It defines differentiated instruction as adapting to individual student learning styles such as visual, auditory, and kinesthetic. Using multimedia like videos, audio, and visuals can engage different learners. However, multimedia must be used carefully and be relevant to avoid distraction. The document provides examples of how to incorporate multimedia for each learning style, such as using podcasts for auditory learners and educational games for kinesthetic learners. It emphasizes the importance of reaching each student individually through differentiated instruction and multimedia.

1. Incorporating Multimedia
in Differentiated
Instruction
Eric Walter
AET 545
Carrie Lewis
July 30, 2012

2. Instructional Goal
 Given the task of incorporating
multimedia usage in differentiated
instruction, teachers should be able to
incorporate media such as
video, audio, and visual graphics into their
instruction

3. Objectives
 The instructor will be able to effectively use
compute based game for kinesthetic learners
 The teacher will have a working knowledge of
how to incorporate audio media in their
lessons for auditory learners
 The teacher will know how to integrate
videos and other visual aids in their
instruction in order to accommodate visual
learners

4. The Importance of Differentiated
Instruction
 The major purpose of differentiated
instruction is to maximize each student’s
educational growth by reaching each pupil on
an individual level (Logan, 2011)
 Reaching students on an individual level
means adapting to each student’s learning
style
◦ Visual learners are able to retain information more
effectively through the use of images or videos
◦ Auditory learners acquire information through
listening
◦ Kinesthetic/Tactile learners are better able to
remember lessons that involve physical activities

5. The Importance of Differentiated
Instruction (Cont.)
 Students who receive
differentiated instruction
improvements in instructional
reading levels, number of
comprehension strategies
used, phonemic and decoding
skills, and attitudes toward
reading (Logan, 2011)
 Similarly, students with diverse
abilities who received
differentiated instruction tend to
score higher in mathematics
than students who don’t
(Logan, 2011)

6. Meeting the Needs of the
Individual
 Using audio narratives is relatively simple
and easy to use for auditory learners (Clark &
Mayer, 2008)
◦ Using podcasts in the classroom can help teachers
reach auditory learners and be used for future
lessons
◦ Podcasts can also be created by the students so
that they can have a sense of vested interest in the
lesson
◦ Instructors can incorporate audio players to be
used in read along instruction at listening centers

7. Meeting the Needs of the
Individual (Cont.)
 Graphics, pictures, and visually appealing
text can help learners who are visual
 Videos can also prove to be an invaluable
source of multimedia that can be used in the
classroom and allows an instructor to bring
the real world into his or her classroom
◦ Instructors can utilize video media by showing
theatrical versions of literature readings
◦ Pictures can also aid visual learners by giving them
a visual idea of a goal that should be achieved

8. Meeting the Needs of the
Individual (Cont.)
 Through proper use of
technology, kinesthetic learners can
be reached on the educational level
◦ Though kinesthetic learners absorb
knowledge best through physical
activities, they are also able to learn via
computer games and similar activities
◦ Many websites offer free online
educational games that can aid these
learners
 Starfall.com
 Prongo.com
 Learninggamesforkids.com

9. The Pitfalls of Multimedia Usage
 Overreliance on one form of differentiated instruction
leading to neglect of students of different learning
styles
◦ Graphics, pictures, and visually appealing text can
possibility cause the non-visual learners to become
distracted
◦ Using a style of instruction based solely on audio narration
may alienate students who are not audio learners
 It is important for instructors to keep media usage
relevant to the subject matter
◦ It is very easy for instructors to utilize technology solely for
the sake of using it; with little relevance to the subject
matter causing students to become distracted (Tajima
2010)

10. Conclusion
 Differentiated learning techniques are
designed to reach students based on their
individual learning styles
 Learning is improved by the use of relevant
media combined with words to present
meaningful instructional content (Clark &
Mayer, 2008)
 Multimedia usage should remain relevant to
the subject material
◦ If not, the media runs the risk of serving only as a
distraction

11. References
 Clark, R. C., & Mayer, R. E. (2008). e-Learning
and the Science of Instruction. Proven Guidelines
for Consumers and Designers of Multimedia
Learning, Second Edition
 Logan, B. (2011, October). Examining
differentiated instruction: Teachers respond. .
Research in Higher Education Journal, 13(), 14p.
 Tajima, T. (2003). Multimedia and e-Learning: A
New Direction for Productivity Promotion and
Enhancement. Hirakawacho, Chiyoda-ku, Tokyo:
Asian Productivity Organization