Individual Book Reports: An Application of Differentiated Instruction in Two Public Health College Courses

Abstract

As an anecdote to the one-size-fits-all curriculum, differentiation presents a pedagogical opportunity to accommodate learner variance. Differentiated instruction typically aims to address variance in at least one of the following areas: 1) student readiness; 2) student learning profiles; and 3) student interests. While each aim is fundamentally important to effectively differentiating instruction, the purpose of this descriptive best practice paper was to present a simple approach for addressing variance in individual student interest in a university setting. Participants in this teaching activity included 175 students enrolled in one of two undergraduate-level courses in the Department of Public Health at a large private university in the United States. Each participant was asked to select a book related to his or her chosen career path and that aligned with a topic covered in the course. Students selected the book of their choice and submitted the title to the principle investigator who reviewed each selection. Students were given approximately six weeks to read their selected books and write a brief book report. Participants completed a brief online survey assessing the value of this teaching approach. Descriptive analyses indicate this teaching activity was widely considered to be meaningful and beneficial, supporting the inclusion of differentiated instructional approaches at the university level.