This document discusses a professional development training on differentiated instruction that will be designed using the ADDIE model. It will analyze the needs, audience, and learning environment. The training objectives are to teach educators how to differentiate by content, process, product, readiness, interest, and learning profile. During the training, educators will practice designing differentiated lessons in small groups and receive feedback. They will complete an assessment by independently designing two differentiated lessons to use in their own classrooms. Howard Gardner's theory of multiple intelligences will be the learning theory integrated into the training.

1. Running head: Instruction designed with the ADDIE model 1
Instruction Designed with the ADDIE Model
Sarah Dowling
EDU623
Dr. Linda Kaiser

2. Instruction designed with the ADDIE model 2
Introduction
This paper will discuss a professional development training on differentiated instruction.
It will first analyze the needs of the training, the audience of the training, and the learning
environment in which the training will take place. Furthermore, this paper will display a task
analysis that will showcase the skills needed by the trainees at the conclusion of the training.
This paper will also discuss the challenges that may surface during this training, as well as the
technology that will be used. The schedule of events that will take place during this training will
be outlined, as well as the outcomes and objectives of the training. Additionally, this paper will
present the specific learning theory that will be prominent within the training. The types of
assessment that will be conducted to ensure mastery of skills will also be presented. A
description of the implementation plan of the training, as well as the learners‟ environment, will
be provided. Finally, the various levels of evaluation that will be conducted at the conclusion of
the training will be explained in detail. To view the presentation that will be shown at this
training, please visit http://ilearnwithyou.com/welcome.
Analysis
Needs Anaylsis
In the field of education, there is a strong need for teachers to be aware of the different
ways in which students learn. Students enter a classroom as individuals and they should be
taught as such. There are many ways for a teacher to differentiate their instruction to meet the
needs of all learners. “When we differentiate, we do whatever it takes to help students learn by
providing individual accommodations and making adjustments to our general lesson plans”
(Wormeli, 2007, pg. 3). Professional development training on differentiated instruction will
provide teachers with the skills and resources to teach each individual learner as an individual to

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maximize their level of understanding of the content.
Audience Analysis
The audience for this training will consist of K-12 teachers of various ages, experience,
and content areas. Some teachers may have much more experience with differentiating
instruction than others. In order to better determine the prior knowledge of the audience, a
survey will be distributed prior to the training. This survey will give the instructional designer
information about the current level of mastery of the audience. The survey questions will be
quantifiable in nature as opposed to open-ended questions. As Hodell (2007) states, “open-ended
questions lead to open-ended answers, but for quantifiable data, designers must ask quantifiable
questions and supply specific ranges of answers” (Ch. 4, “Developing Surveys”, para. 1). An
example of a quantifiable question on the survey may be “How often do you currently
differentiate your lessons?” to which the teacher would have to circle “never”, “rarely”,
“sometimes”, “often”, or “almost always”. The designer will assume that all audience members
have different learning styles. Therefore, the designer will have to differentiate this professional
development training for the audience based on both their prior knowledge and their learning
styles. Since this training will be differentiated, it will serve as an example of a differentiated
lesson to the trainees.
Learning Environment Analysis
This training will take place during a one-day, face-to-face format with the help of
technology.Computers will be available to all participants and a SMART Board will be used to
present the content. Towards the end of the training, teachers will have the opportunity to use the
computers to assist them in designing their own differentiated lesson.Online resources will also
be provided to the audience throughout the training so that they may access these resources while

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designing their own differentiated lessons. The technology components of this training will be
described further in the Technology Analysis section of this paper.
Task Analysis
Step 1:
The teacher will answer the following three questions:
1) What do I want the students to know as a result of this/these learning experience(s)?
2) What do I want the students to understand as a result of this/these learning experience(s)?
3) What do I want the students to be able to do as a result of this/these learning experience(s)?
Step 2:
The teacher will give a pre-assessment to determine the students‟ current level of
readiness. This pre-assessment will provide the teacher with information on the prior knowledge
and current skills of the students
Step 3:
The teacher will give a survey to determine the interests of the students. This will allow
the teacher to develop learning experiences that incorporate the various interests of the students.
Step 4:
The teacher will give a survey to determine the learning profile of the students. Which
students are visual learners? Which are auditory learners? Which are kinesthetic learners?
Which students like to learn independently? Which like to learn in groups? Which students
need to learn in a quiet area? Which students need a lot of space to work?
Step 5:
The teacher will need to decide if they want to differentiate by content, process, or
product. Differentiating by content means that different students may be working on different

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learning objectives during the same class time. Differentiating by process is about providing
students with various instructional methods and materials to learn the content. Differentiating by
product is to differentiate the ways in which the students demonstrate their understanding of the
content.
Step 6:
The teacher will decide if they want to differentiate by student readiness, student
interests, or student learning profiles. According to Tomlinson et al. (2003), “there is a reason in
both theory and research to support movement toward classrooms attentive to student variance
that is manifest in at least three areas: student readiness, interest, and learning profile” (pg.
126).“The differentiating for readiness means the teacher is trying to help the students all work
toward the same outcome but at different degrees of difficulty, different degrees of complexity,
with different kinds of scaffolding” (Tomlinson, 2012). When differentiating by student
interests, the learning experiences will incorporate the various interests of the students.
“Interest-based differentiation contributes to motivation…when students are interested in [their]
work, their motivation to learn increases” (Tomlinson, 2012). Differentiating by learning
profiles ensures that each student is utilizing their own learning style, as well as their own
learning preferences. “Learning profile is about efficiency of learning” (Tomlinson, 2012).
Situational Analysis
A potential challenge for this training is that the trainees will be at various skill levels
when it comes to differentiating in the classroom. Differentiating instruction when teaching is a
very different model than the “one-size-fits-all” approach that many teachers may be accustomed
to. Another potential challenge may be the willingness of teachers to differentiate their
instruction. Developing differentiated lessons/assessments/learning activities can prove to be a

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very time-consuming task. “Teachers must take time out of the school day to assess students‟
learning needs and determine their learning styles. They must also take time to look through
assessments, determine the appropriate action to best accommodate students‟ learning needs,
plan lessons, and implement accordingly” (Gangi, 2011, pg. 19). To overcome these challenges,
the trainer must ensure that all trainees leave with a good understanding of differentiated
instruction, as well as a positive understanding of why differentiating is crucial to student
success.
Media/Technology Analysis
During this training, computers will be available to all participants and a SMART Board
will be present. The SMART Board will be used to project key points of the training, as well as
display various other resources. All audience members will have access to their own computer
with internet access. A list of resources will be provided to the trainees so that each traineemay
research different strategies for differentiation depending on their content area and grade level.
Design
Schedule
The following schedule was developed using Gagne‟s Nine Events of Instruction
(University of Florida (UF), 2012). The ninth and final event, “enhance retention and transfer to
the job,” is intentionally omitted. This training is designed for a full, one day session.
Gaining Attention
The designer will ask for volunteers to participate in a specific activity that may be very
easy for some and very difficult for others. Examples may be to play an instrument, throw a ball
at a target, or jump and touch something that is very high. Participants who have prior
knowledge of playing an instrument, playing a sport, or who are taller than others will have the

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advantage. The designer will then build the connection to teaching students to show that each
student will enter their classroom with different interests and different abilities. This activity will
gain the attention of the trainees and open their minds to the idea of differentiating their
instruction to meet the needs of every student.
Inform learners of objectives
The trainees will be shown lecture slides with the objectives stated. “The presentation of
objectives is a crucial factor in setting the framework for meeting the course objectives” (Hodell,
2011, “Direction”, para. 1). Clark (2012) provides the sequence of this event: “describe the goal
of a lesson, [then] state what the learners will be able to accomplish and how they will be able to
use the knowledge” (para. 5). Clark also warns that designers should break down the objectives
“into a more casual language” so that the learners can better understand the expectations (para 7).
The objectives that will be displayed are as follows:
1) Trainees will be able to decide if they want to differentiate what they are teaching (content),
how they are teaching it (process), or the way in which they will assess the students‟
understanding (product).
2) Trainees will be able to decide if they want to differentiate based on the interests of their
students, based on the various abilities/prior knowledge of their students (readiness), or based
on the different ways in which their students learn (learning profile).
3) Trainees will be able to develop at least two differentiated lessons/activities/assessments that
they can use in their classroom.
Stimulate recall of prior information
Prior to the training, a questionnaire was completed by all participants. Therefore, at this
stage in the training, the designer should be aware of the level of understanding/experience that

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each trainee has with DI. This event will depend on the results of that questionnaire. If most
participants have little to no experience with DI, this event should stimulate the trainees‟ prior
knowledge of learning styles. Within this event, a discussion could also take place about the
various levels at which students enter a classroom since all teachers have undoubtedly
experienced these variations.
Present the content
“How content is presented has more impact on learners than any other facet of the
design” (Hodell, 2011, “Content”, para. 1). To present the content, the designer will show a brief
PowerPoint presentation that discusses the rationale for DI, a description of differentiating by
content, process, and product, and a description of differentiating by student readiness, student
interests, and student learning profiles. Each trainee will be given a handout with all of the slides
to take notes on.
Provide “learning guidance”
During this stage of the training, trainees will be in small groups and will be presented
with two examples of classroom lessons. The trainees will have to decide what was
differentiated, content, process, or product, as well as how they were differentiated, by student
readiness, interests, or learning profiles. The instructor will provide guidance in making these
decisions. A whole-group discussion will then occur centered on the decisions made by each
small group. As Hodell (2011) discusses, it is important for the trainer and the trainees to “share
equally in the process. One excellent way to do this is to have a large group discussion that
involves working through a problem or discussing a concept” (“Application Feedback – Level
1”, para. 2).
Elicit performance (practice)

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In order to practice differentiating a lesson, the trainees will be separated into small
groups by their content. (For example, math teachers will be grouped together, English teachers
together, science teachers together, and so on.) Each group will choose two of the lessons that
the participants brought with them. Together, the group will have to decide what and how to
differentiate these lessons. According to Hodell, “at this stage of the process, learners are largely
on their own and receiving feedback from other learners and the facilitator” (“Application
Feedback – Level 2”, para. 2).
Provide feedback
During this stage, each group will be required to choose one of the lessons that they
differentiated and present it to the whole group. After their presentation, specific feedback will
be given by the facilitator, as well as the other groups. Hodell (2011) describes this stage as
follows: “Application feedback level 3 shifts responsibility to the learner and usually sees a
facilitator on the sidelines observing and answering questions or correcting errors in content as
necessary, but not leading the process” (“Application Feedback – Level 3”, para. 7). Clark
(2012) also warns that the feedback should be specific: “Tell then „why‟ they are doing a good
job or provide specific guidance” (para. 15).
Assess performance
To assess the performance of the trainees, each trainee will then be required to work
independently to design two differentiated lessons to be used in their own classrooms. While the
trainees work, the facilitator will be checking in with each trainee to assess their understanding
of the content.
Outcomes and Objectives
Each of the objectives for this training were developed using the A-B-C-D Model

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described by Hodell (2011). The „A‟ represents the audience of the training. According to
Hodell, “…designers must make sure that the audience statement is specific to the course and
intended population” (“Audience”, para. 2). The „B‟ represents the behavior of the trainees.
Hodell discusses that the behavior component should be something that is observable and
measurable, and use active verbs instead of words such as „learn‟ or „understand‟ since those
cannot easily be measured (“Behavior”, para. 5). The „C‟ represents the condition element of the
objective. In the A-B-C-D Model, the condition component “provides two important design
elements: the context of the learning environment and the framework for evaluation for each
learning event” (Hodell, “Condition”, para. 1). Lastly, the „D‟ represents the degree by which the
behavior will be measured. Hodell describes the degree as the “evaluative finishing line of
mastery” (“Degree”, para. 1). For this course, the first two objectives do not have degree
elements since the behavior is to make an informed, educated decision.
The first two objectives are enabling objectives since they “are the supporting behaviors
that, when grouped together, build the path to a terminal objective” (Hodell, “Enabling
Objectives”, para. 1). The third objective is a terminal objective because it demonstrates the
final mastery that the learner should have at the end of the training (Hodell, “Terminal
Objectives”, para. 1).
The objectives for this course are as follows: (1) Given descriptions and examples of each
type (condition), the Differentiated Instruction student (audience) should be able to decide if they
want to differentiate the content, process, or product (behavior). (2) Given descriptions and
examples of each type (condition), the Differentiated Instruction student (audience) should be
able to decide if they want to differentiate by student readiness, student interests, or student
learning profiles (behavior). (3) Given classroom examples of differentiated lessons, handouts

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with guidelines to design a DI lesson, and time to collaborate with others in their same content
(condition), the Differentiated Instruction student (audience) should be able to design at least two
differentiated lessons for their classroom (behavior and degree).
Learning Theory
Howard Gardner‟s Theory of Multiple Intelligences will be an integral part of this
training. “The theory of multiple intelligences suggests that there are a number of distinct forms
of intelligence that each individual possesses in varying degrees. Gardner proposes seven
primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic,
intrapersonal,… and interpersonal…” (Culatta, para. 1). Through recognizing and appreciating
these various forms of intelligence, trainees will understand the importance of differentiating
their instruction. Trainees will also use this theory of multiple intelligences to assist them in
developing differentiated lessons and activities that appeal to the different types of intelligences.
For example, a trainee may develop a differentiated activity to assess their students‟
understanding of a particular concept and offer his or her students the choice of creating a video,
writing a report, or designing a Prezi presentation to demonstrate their understanding. The
creation of a video may appeal to the musical, kinesthetic, or interpersonal types of intelligence;
writing a report may appeal to the linguistic or logical-mathematical types of intelligence; and
the Prezi presentation may appeal to the spatial or intrapersonal types of intelligence.
Lesson Structure
“Differentiation can be defined as an approach to teaching in which teachers proactively
modify curricula, teaching methods, resources, learning activities, and student products to
address the diverse needs of individual students and small groups of students to maximize the
learning opportunity for each student in a classroom” (Tomlinson et al., 2003, p. 121)

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Differentiation is critical to our current system of education in order to meet the educational
needs of each individual student. Within this training on differentiated instruction, the trainees
will be presented with the various ways to differentiate, as well as the rationale for
differentiating. The trainees will be given opportunities to discuss and collaborate with others in
their content area in order to develop a better understanding of the ways to differentiate. The
training is designed in such a way that the trainees are first provided with the background
knowledge on why and how to differentiate. They will then have the opportunity to practice
differentiating classroom lessons before being evaluated on their new level of understanding.
During this practice segment of the training, learners will be able to work in small groups to
ensure full engagement and participation. Feedback will be provided during these group
collaborations. As part of the final instructional event (although not mentioned in the schedule
above), trainees will then be required to develop at least two of their own differentiated lessons
or activities to be implemented in their classroom.
Assessment
During this training, there will be two different types of assessment that occur. Firstly,
after the small group collaboration on differentiating real-life classroom lessons, the groups will
be required to present their newly differentiated lesson. During these presentations, the groups
will be evaluated on their mastery, as well as provided with specific feedback. The second type
of assessment will occur when the trainees are required to work independently on differentiating
a lesson/activity of their own choosing. Specific feedback will also be provided after this
assessment.
Media Specs
For this training, a computer with the PowerPoint program is required, as well as the

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ability to project the image of the computer onto a projection screen (preferably a SMART
Board). Audio from the computer carried through a sound system will also be necessary for the
trainees to be able to watch and hear a video. For the final events of the instructional training,
each trainee will need a computer to design their own differentiated lessons. Additional
resources on differentiation will also be provided to the trainees. Therefore, computer and
internet access will be needed in order for the trainees to access these resources.
Development
The development portion of this project is presented as a PowerPoint presentation
attached in a separate document. Each trainee will receive a printout of the presentation with
space for note-taking. In addition, the trainees will also receive multiple handouts, including a
list of differentiation strategies with descriptions of each and a list of additional resources.
Implementation
This training on differentiated instruction (DI) will take place during a one day
professional development training. The trainer of the training will be a teacher in the building
that is experienced in differentiated instruction. Training will be provided for this trainer on an
as-needed basis. This trainer-of-trainers will take place in the weeks leading up to the DI
training. During this trainer-of-trainers session, the designer will prepare the trainer by showing
them the presentation that was created, as well as the materials that were created. The trainer
will have the opportunity to complete a mock run-through of the actual training with the designer
present to answer any questions.
The environment for the DI training would need to be a large room with tables and
computers. A school Media Center where there are both empty tables and a separate section of
computers would be ideal. However, a traditional computer lab would also suffice. The empty

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tables would allow the trainees to work together on the small-group activities that are a part of
the training, whereas the computers are needed for the end-of-training activity where trainees are
required to design their own differentiated classroom activities.
Evaluation
Donald Kirkpatrick developed Four Levels of Evaluation that can be applied to the
ADDIE Model. The first two levels – Reaction and Learning – should take place during the
Implementation phase of the ADDIE Model, whereas the second two levels – Behavior and
Results – should take place during the Evaluation phase of the ADDIE Model (Hodell, Ch. 7,
“Kirkpatrick‟s Levels of Evaluation”, para. 2).
The first level of evaluation – reaction – would take place immediately following the
professional development training on differentiated instruction (DI). As Hodell states, “the
freshest and most accurate data for a level 1 evaluation comes at the immediate conclusion of the
training” (Ch. 7, “Level 1: Reaction”, para. 3). Therefore, an online survey using an online
surveying tool, such as surveymonkey.com, that would automatically populate the trainees‟
responses will be used. The purpose of this first level of evaluation is to gauge the trainees‟
initial reactions and feelings about the training. Some examples of questions may be: Did you
enjoy the training? Did you feel that the training was worthwhile? How did you feel about the
learning space that was used?(Chapman, “Kirkpatrick‟s four levels of training evaluation in
detail”).Using an online surveying tool that automatically populates the data, the trainees‟
reactions and feelings towards the training will be immediately known to the trainer.
The second level of evaluation – learning – is primarily based on whether or not the
objectives of the training were met (Hodell, Ch. 7, “Level 2: Learning”, para. 1). This level of
evaluation would require some type of assessment in order to determine if the trainees met the

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objectives of the training. For this training, the terminal objective is for the trainees to develop
adifferentiated classroom learning activity. Therefore, this level 2 learning evaluation would be
the learning activity that is developed by the trainees on which their understanding of how to
differentiate would be assessed and feedback would be provided.
After the first two levels of evaluation are complete and the training has concluded, the
second two steps of evaluation would occur. The third level of evaluation – behavior – would be
in the form of an observation of the trainees. This level of evaluation would determine if the
trainees took the skills learned from the training and applied those skills to their job (Chapman,
“Kirkpatrick‟s four levels of training evaluation in detail”). The trainer will observe a
differentiated classroom lesson by each of the trainees to evaluate whether the training was
transferred to the workplace.
The fourth and final level of evaluation – results – would take the form of student
performance on classroom assessments and standardized tests. Since the purpose of
differentiating instruction is the improved education and success of the students being taught,
this would be the final form of evaluation of the training.
Conclusion
This paper described a professional development training using the ADDIE Model on
differentiating instruction in a K-12 classroom. The ability to differentiate instruction is an
important skill in education due to the various differences in our students. As Wormeli (2007)
states, “Students are more diverse than ever – culturally, emotionally, economically, physically,
and intellectually” (pg. 3). It is our responsibility as educators to learn about our students
diversities and adjust our instruction appropriately to ensure that each student receives the
education they need and deserve.

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