Abstract:

It is important to mention that the student learning outcomes in this case study are well-defined. In general, the differentiation is known as “All processes involved in learning which deal with students’ differences”. Based on the diagnosis of student’s readiness and interest at the Community College of Qatar CCQ, the students are divided according to their mixed ability and inelegance in every classroom into different clusters, below, on and above level performing learners. Therefore, it is prerequisite to implement a suitable educational need for each cluster and student within realm of his/her ability.

Differentiation will be the golden solution which was provided to our students in different clusters through various learning and teaching methods within and outside classroom. This paper will highlight the implementation of differentiation for teaching and learning in a Learning Management System (Blackboard) and its impacts on the Student learning outcomes at CCQ throughout considering of the Student at associate of Art and Bachelors of Business. The studies selected for this research are all concentrated on the differentiation application for Statistics, Math for Foundation of Art, College Algebra courses. For this level of study, the heterogeneous classes are standard. After one week more than one pretest are provided for the students to utilize their abilities. For this step online pretests on Blackboard are used and the results are easy to analyze by column statistics in grade center and retention center in Blackboard.

The teaching strategies of a teacher are chosen to get the minimum performance level with low standard students while offering the self-learner student the chance to wide their know-how. The best strategy methods adopt homogeneous grouping in some topics as well as heterogeneous grouping in another situation. Kindly, to previous strategy our educational platform system at CCQ (Blackboard) provided us with special tools (groups) which are adopted to combined analysis of homogeneous and heterogeneous ability grouping. In addition, the grouping in Blackboard supports several types of teaching methodology such as tests, discussion board, and journals.

Moreover, the following procedures of differentiation by multi different tasks and differentiation by clustering are highlighted. At last, by utilizing of evaluation and performance tools a statistical study is provided which proved the enhancing in the students learning outcomes as well as insignificant retention effects for some groups in Algebra classes.

References:
[1] Gesner, D. A. (2018) Learning Stylesز
[2] Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.
[3] Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum
[4] Tomlinson, C.A. (1999). How to differentiate instruction in mixed-ability classrooms? Alexandria, VA: ASCD.
[5] Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.
[6] Wu, E. (2018) ‘We Do Need IT! Differentiated Instruction for College Level’

Keywords:

Differentiation, Learning Management System.