A Transdisciplinary Approach to Differentiated Instruction

Differentiated instruction (DI) improves student performance and student satisfaction especially when preliminary instructor training is provided. However, the DI literature is overwhelming, excessively challenging many instructors to create a DI for multiple learning styles. This paper employs a transdisciplinary approach to address this gap between theory and challenging operational implementation. #1) The discipline of architecture introduced the approach of universal design, advocating that new buildings be initially built to allow universal access; this contrasts with the prior method of attempting to comply with regulations after building completion, which is often costly and wasteful. #2) The discipline of neuro-psychology identifies higher cognitive brain function with (performance) executive function which in turn is simply implemented using a multiple-modality approach. This suggests that pedagogic emphasis should be given to initial universal instruction addressing several modalities in contrast to one current DI approach requiring a costly continual monitoring and evaluation of individual student learning styles. This multiple modality approach, derived from neuropsychology is consistent with a wide variety of learning theories. #3) The discipline of industrial psychology emphasizes goal-setting, the skillful breaking up of a complex task into component tasks each of which is clearly defined, achievable timely, but challenging. #4) Goal setting coupled with the self-efficacy approach introduced by the discipline of social psychology, with an emphasis on perceptions of the self as a key motivating factor in learning, advocate that use of software technology, with numerically differentiated difficulty levels, allowing each student to both self-assess and self-improve with their own actions (self-regulation) The transdisciplinary approach advocates numerous innovations for DI which it is hoped that other researchers and instructors will pursue.