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Differentiation

Differentiation

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  • ePortfolios, ultimate in DI as each HAS to be independently created, maintained.
  • LEARNING STYLES:
    http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
    http://www.engr.ncsu.edu/learningstyles/ilsweb.html
    usd.ed/trio/tut/ts/stylest.htmlu
    personal.psu.edu/bxb11/LSI/LSI.htm
    MI:
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
    http://literacyworks.org/mi/assessment/findyourstrengths.html
  • http://www.timetabler.com/reading.html
  • Graffiti wall
    Wiki
    Google Docs
  • http://nlvm.usu.edu/en/nav/vlibrary.html
    Internet Searches – this needs to be tempered with your content area expertise.
  • This is a WAY to learn/teach that is new, this is the area of Technology’s expertise – and let’s face it – the STUDENTS!
  • <iframe src="http://www.wallwisher.com/embed/PenChr" frameborder="0" width="100%" height="400px" style="border: 1px solid #999999"></iframe>
  • http://prezi.com/ , glogster , podcasting
    It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths.
  • Podcasting is a new feature that has been recently turned on within Teacher Pages.
  • Add notes on how to turn this one . . .
  • Once the Planner is complete it becomes your active Project. You can give the password to students, allow them to choose OR assign certain students to certain groups.
    UN: hdunnwhhs
    PW: north
  • http://www.learningstyles.net/
    http://www.slideshare.net/lpanton/leveraging-technology-to-differentiate-instruction-518807
    http://www.slideshare.net/lpanton/leveraging-technology-to-differentiate-instruction-518807
    http://www.accelerated-learning.net/multiple.htm
    http://www.keirsey.com/sorter/instruments2.aspx?partid=0
    http://www.personality-project.org/perproj/others/heineman/diagn.htm

Transcript

  • 1. Search for this pr 4 20 10 di whhs Follow this presentation on SlideShare.net
  • 2. Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Learning Profile 2 Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  • 3. Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Learning Profile 3 Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  • 4. What should I pre-assess? Readiness “A student’s entry point to a particular understanding or skill.” Interest “Refers to a child’s affinity, curiosity, or passion for a particular topic or skill.” Learning Profile “It is shaped by intelligence preferences, gender, culture, or learning style.” Pre-Assessment Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  • 5. Where should I pre-assess? Learning Styles: http://tinyurl.com/nhpv3 http://tinyurl.com/2uxem http://tinyurl.com/yfzf8e5 http://tinyurl.com/4fshx9 Multiple Intelligences: http://tinyurl.com/32nx7v http://tinyurl.com/whhsmi Shortened URLs random & custom by TinyURL.com Online Pre-Assessment
  • 6. Teachers can differentiate based on student readiness, interest, or learning profile: ◦ Content – what the student needs to learn or how the student will get access to the information; ◦ Process – activities in which the student engages in order to make sense of or master the content; ◦ Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and ◦ Learning environment – the way the classroom works and feels.
  • 7. • Pre-testing identifies students who do not require direct instruction • “Compacting the curriculum,” students pretesting out of direct instruction can skip the instruction step and proceed to apply the concepts to solving a problem • Another way to differentiate content is to let student adjust their rate of progress Content essential understandings and skills
  • 8.  Can I measure a book or piece of text on my own? ◦ Within MS Office: You can also check the readability level of a passage using the Flesch Reading Ease and the FleschKincaid Grade Level built into the newest versions of Microsoft® Word. In Word 2007, to display readability statistics... * Click the Microsoft Office button, click Word options, and click proofing. * Put a check in the box for check grammar with spelling. * Under when correcting grammar in Word, select the show readability statistics check box. * When Microsoft® Word finishes checking spelling and grammar, it displays information about the reading level of the document. How can I find Reading Level?
  • 9. How can I find Reading Level?
  • 10. • How the material is learned can be changed on a per student basis considering their learning styles • Allows students to learn based either on what method is easiest for them to acquire knowledge, or what may challenge them most • Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials Process appropriate methods for students to explore concepts
  • 11. Wallwisher.com
  • 12. Wallwisher.com: 19 Interesting ways to use Wallwisher and Try My Wallwisher
  • 13. Collaborate . .
  • 14. Collaborate . . Create Together
  • 15.  What the student produces in the end to demonstrates mastery of the content  Teachers may assign students OR allow students to select a product  Product dictates which components of differentiation may be selected; can impact both the ‘content’ and ‘process’  Allowing students various ways of demonstrating what they have learned from the lesson or unit Product varying the complexity of the product
  • 16. TeacherPages - Podcasting
  • 17. TeacherPages - Podcasting
  • 18. Questia - Assign or Choice
  • 19. • differentiated based on learning styles allows students to learn based either on the method: easiest for them to acquire knowledge OR what may challenge them most • varying teaching strategies makes sure that students will occasionally learn in a manner compatible with their own learning preference but also expands their exposure to alternative learning strategies • alternative ways to manipulate ideas within a concept Environment manipulating the environment or accommodate individual learning styles
  • 20. You can video conference within the district from a webcam at your desk to another desktop with webcam Set up a time for an eLS to come demonstrate, download your software and get you started
  • 21. Video conferencing http://www.connect2texas.net/ Search programs Look for FREE Secure the LifeSize unit in your school Conact eLS or JimHope@hallco.org directly to schedule
  • 22. There is TOO much . . . ◦ ◦ ◦ ◦ ◦ PageFlakes.com RSS Create a professional Twitter account Join a professional Ning Social Bookmarking (del.icio us) Let the information come to you Ever feel like there is TOO much?
  • 23. Tinyurl.com/elstraining ◦ Everyone complete this 20 question survey please! ◦ If you are interested in being in my study in the form of follow-up/another survey please indicate so on the consent form ◦ Thank you for your time today! Tinyurl.com/elstraining