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Differentiating with technology
- 2. What is differentiation? • Differentiated classrooms are responsive to student variety in readiness levels, interests and learning profiles. It is a classroom where ALL students are included and can be successful. To do this a teacher sets different expectations for task completion for students based upon their individual needs
- 3. How do we know our ELL’s readiness levels?
- 4. Proficiency Level Descriptors • Beginning – Little or no ability. • Intermediate – Ability, simple language structures, highfrequency vocabulary, routine contexts • Advanced – Grade appropriate, with support • Advanced High – Grade appropriate, with minimal support
- 5. Technology in your Classroom
- 6. QR Codes
- 7. Aurasma
- 8. Tellagami
- 10. Shared Learning
Editor's Notes
- Differentiation for ELLs, is adjusting the “how” in the delivery of content. Students will still get the same content as their grade level peers, but the way it is delivered and the scaffolds in place will be different.
- The quickest way to get information on our ELLs is with their TELPAS scores. Looking at their individual scores in the four domains of language (listening, speaking, reading, and writing) will give teachers an idea of how the student is able to perform. More information about what the levels: Beginning, Intermediate, Advanced, and Advanced High correspond to in the classroom can be found in the Proficiency Level Descriptors(PLDs) for each domain. PLDs describe the students ability to comprehend and produce English, not their ability or skill in content. Students work and teachers expectations should a line with the student’s current abilities in English. This being said, PLDs are not stagnant. Students can move between levels based on interest, exposure, etc. Teachers should continuously adjust to the students needs based on their own observations. The goal is to get each student to gain one proficiency level in a year. When it appears the student is no longer using or no longer needs the scaffold, the teacher should adjust to the students’ need.English Language Proficiency Standards or ELPS are the standards created by the state to help guide teachers in how to support English as an integrated part of their content curriculum. ELPS are not taught separately, but rather in tandem with TEKS.
- Here are a very simplified version of the PLDs for the sake of our training today. While participating in the learning walk and discussions, participants should keep their own classrooms and students in mind. We all know students who meet each of these criteria. Pick one for each and think about how the technology you learn about today can help that student to better access your content.
- What do you have access to? Generate a list of technology you have access to in your school or that students bring with them to school. (The list should include, cell phones, recording devices, computers, e-readers, tablets…) Today we will talk about three free apps that can be used in a variety of ways in your classroom. These are easy to integrate in a variety of manners, and can expand your students access to content beyond your classroom walls.
- QR codes are and easy way to link homework or a worksheet to a website or more information. These can be helpful in creating homework tutorials or to reiterate directions for students who may have forgotten what was discussed in class. For beginners and intermediates, QR codes can link to recorded versions of the reading that allow them the option to listen to it as many times as they need.
- Aurasma is much more interactive and a little more difficult to learn, but once you get the hang of it can be a powerful teaching tool. It provides a platform for student to interact with their work. Aurasma can make a word wall, or student poster presentation come alive. It allows for the integration of several different types of media to layer or interact within the same platform. The options with Aurasma are endless.
- Tellagami is a free app that allows students to either record their voice or type the information in to the program to create a digital voice over. It is a non threatening way to produce short presentations that can be integrated into the Aurasma experience.
- Participants will go to the different stations within the room to interact with the iPads or their own devices to use the different apps we discussed. A note-taking guide will be provided.
- Round table discussions to talk about what we saw today and what we can take away. Group share out of “ah ha” moments or ideas on how to use any or all of the apps within their classes.