Support for Differentiated Learning
  • Students work at their own level and pace
  • Students compete with themselves, not each other, though we like to
    view this more as competing against the fixed standard of Algebra
    itself. But the principle is the same: students are concerned only with
    their own progress in mastering each new skill and need not keep up
    with (or be held back by) the group.
  • Student differences are supported many ways. Again, they work at
    their own pace. They also use different tools when stuck. Verbal
    learners will like explanatory hints, the "learn by example" crowd will
    opt to see the system solve a similar problem. Impatient ones will
    persist stubbornly with trial and error, relying on the fact that the
    system checks every step. (These augment help already available  
    from the teacher or other students.) Insecure learners will do many
    easy problems before daring to tackle the harder ones, risk-takers
    will charge straight to the hardest problems.
  • Assessment and instruction are inseparable. Every step of every
    problem is checked as soon as it is entered. A global profile of their
    expertise in all skills can be displayed with the click of a button.
  • The teacher has more time to work with students individually because
    the system automatically: tracks their progress; provides practice on
    the skill being learned; checks their work; and allows them to correct
    their mistakes and practice more (though now all these steps are
    rolled into one coherent learning experience). The system also offers
    several kinds of help when the student is stuck as a first line of
    intervention, so the teacher has that much more time for those
    having serious trouble or those ready for an introduction to their next
    challenge.
Theory Y Algebra was designed originally simply to work as much as possible like
a private tutor, and now has been enhanced to include a "mastery mode" with all
the engaging qualities of a video game -- feedback, levels to achieve, steady
progress -- but not the game! Clearly then we have an educational system
centered on the individual. But how does the program align specifically with the
tenets of differentiated learning?
enough to support different learning styles, smart enough to conserve
teacher time by offering detailed help and by checking student work --
seems to align well with the demands of the differentiated classroom.