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It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
It summit using technology to differentiate
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It summit using technology to differentiate

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  • Two of the mottos or phrases you will commonly hear around DI circles are the idea of One Size Does Not Fit All and that Fair is NOT always equal. Rick WormeliThese are simple statements to describe complex ideas. What works best for one might not be the best for another.Reflected in my own parenting.It might not look the same.But when I get boggled in the complexity of DI, I like to return to these statements.
  • Book names
  • Book names
  • Book names
  • Book names
  • Agenda/Outline for the presentationWhen and How will be presented in the examples I provide
  • In order to address the WHO of DI, I think it is important to reflect on our responsibilities in the classroom. A common misconception about DI as that it is the responsibility of the Spec Ed teacher to work with DI students. 2 statementsIs there a difference?Sage on the stageGuide on the sideSomething to think about as we look at our classrooms through a DI lens.
  • Cartoon to bring everyone back
  • Research based – Carol Ann Tomlinson Belief SystemCore belief that we meet students where they are at
  • If our job as educators is to support, then we need to offer different levels of support for different learners.Strugglers may need more step-be-step instructions, may need information chunked into smaller, manageable pieces For those needing enrichment, they may feel restricted by the step-by-step; think – is there any way to offer these instructions to those who need them only – choice again
  • Technology sometimes gets a bad rap from those teachers are resistance to trying to incorporate technology into the classrooms. Research is showing that reflecting on why we use technology – purposeAnd HOW we use it in the classroom – Ipad study
  • Audacity – Grade 3 story- Oral Reading
  • Allows an opportunity to for students to work with others, not always the same ones- Avoid the stigma of labelling students
  • Cartoon to bring everyone back
  • Transcript

    • 1. I welcome you to sit with others, to meet new people, to network. <br />Here are some questions to help start your conversations:<br />How do you best like to spend your time away from the classroom?<br />How do you memorize a telephone number?<br />How would you rate your ability to successfully throw an out-turn take-out if the broom is on the edge of the 12 foot?<br />
    • 2. Using Technology to Differentiate in the K-12 Classroom<br />Jade Ballek<br />Learning Coach<br />Sun West School Division<br />
    • 3. One Size Does Not Fit All.<br />Carol Ann Tomlinson<br />Fair is Not Always Equal.<br />Rick Wormeli<br />
    • 4. It is an add-on to what we are already doing.<br />It is new. It is the latest fad.<br />It is individualized instruction.<br />It means watering down the content for some and providing busy work for others.<br />It is a grading nightmare because everyone is doing something different.<br />DI Misconceptions<br />
    • 5. It should be done every day in every subject.<br />It is just for struggling learners.<br />It is grouping students by ability.<br />It requires more time than regular planning.<br />It is our resource students/teachers only.<br />DI Misconceptions<br />
    • 6. <ul><li>Carol Ann Tomlinson</li></ul>For more <br />
    • 7. <ul><li>Rick Wormeli
    • 8. Fair is Not Always Equal</li></li></ul><li><ul><li>Karen Hume
    • 9. Start Where They Are</li></li></ul><li><ul><li>D. Rose and A. Meyer
    • 10. Teaching Every Student in the Digital Age</li></li></ul><li>Differentiated Instruction and Technology<br />
    • 11. Why Differentiate?<br />Physical Impairment<br />Struggling Students<br />Gifted Students<br />
    • 12. DI is not limited to Special Education teachers.<br />DI is not limited to struggling learners.<br />We teach.<br />We help students learn.<br />Who is Involved in DI?<br />
    • 13.
    • 14. Research Based<br />Belief System<br />Meeting Learning Needs (where they are at)<br />Proactive Planning<br />Threads throughout CIA<br />What Exactly is Meant by DI?<br />
    • 15. Graphic of interests, … content, process, product<br />
    • 16. Opening Question #1<br />Science Fair<br />Daniel Pink, Drive<br />Autonomy (freedom)<br />Mastery<br />Purpose<br />Interests<br />Choice<br />
    • 17. Grades 6-9 every subject has an inquiry outcome<br />Grades 1-5 Science<br />Different levels of support<br />Open Search vs Limited Search <br />Bookmarking sites like Diigo, BooNote, etc.<br />Hotlists by Filamentality<br />How Do We Address Differences in Student Interests with Technology?<br />
    • 18. Purpose is KEY<br />Research-based<br />Why and How<br />Current Issues<br /><ul><li>edtech@smartbrief</li></ul>The role of assistive technology<br />Controversial!<br />A Word About Technology<br />
    • 19. Wordle.net<br />
    • 20. Mag My Pic<br />
    • 21. 10by10.org<br />
    • 22.
    • 23.
    • 24. Google Docs<br />
    • 25. www.panoramas.dk<br />
    • 26. Eiffel Tower, Vatican, Versailles, NASA 360 … just to name a few!<br />Virtual Tours<br />
    • 27.
    • 28. Opening Question #2<br />Outlook High School Inventories<br />RAFTS <br />Podcasting<br />Movie Maker Projects<br />Blogging – Kathy Kassidy<br />Learning Styles<br />
    • 29. Online Multiple Intelligence tests<br />SmartBoard is ideal for kinesthetic and visual learners<br />Wordle.net<br />Glogster (EduGlog)<br />Voki and Blabberize<br />Audacity – Grade 3 experience<br />Voice Recorders<br />Kindle<br />Ipad Apps<br />How Do We Address Different Learning Styles with Technology?<br />
    • 30. Readiness – slightly refocusing the lens away from ability to readiness<br />Opening Question #3<br />Readiness<br />
    • 31. If a student can’t read, is it fair to place a textbook in front of him/her, or ask him/her to write a test?<br />Is that a fair way to have students show what they know?<br />How can we open the doorsto learning?<br />We assume that people that can’t read can’t learn.<br />
    • 32. Find out where they are and eliminate the “assumptions”<br />** Important to plan for both support and for extension<br />Collect information<br />Student Response Systems (Senteos)<br />Survey monkey<br />Google Docs – forms<br />Kwik Surveys<br />Polldaddy, <br />Pre-assessment<br />
    • 33. Chunking Information<br />Provide Opportunities for Visual and Oral Information<br />Allow students to work collaboratively<br />Assign tasks to different students<br />Options for Paper and Pencil Assessment<br />Show what you know<br />Organize Information Online<br />Read Write Think<br />Online graphic organizers<br />Supports for Strugglers<br />
    • 34.
    • 35. Plan for ways to incorporate technology in extending learning experiences<br />Digital sharing/collaboration <br />Extending the Learning<br />
    • 36.
    • 37. Visual Supports<br />Khan Academy<br />You Tube, Teacher Tube<br />Oral Supports<br />Audacity<br />Voki<br />Online Books<br />Audio Books - Kindle<br />Ipad apps<br />How Do We Address Student Readiness with Technology?<br />
    • 38. Flexible Grouping<br />
    • 39. Content<br />The “stuff” we teach<br />Outcomes and Indicators<br />UbD<br />McTighe and Wiggins<br />Essential, highly desirable, desirable<br />
    • 40. Reading Levels<br />Fry’s Readability Chart<br />Windows on the Universe, reading level of internet sites<br />Search “for kids” to help with readability<br />Kursweil<br />Dragon Speak<br />Previewing sites, providing a list of sites<br />Video Format: Free Documentary TV, Discovery Education, ROVER, Snag Films, Khan Academy, etc.<br />How Do We Address Content with Technology?<br />
    • 41.
    • 42. Refers to how we help students learn<br />Robert Marzano’s Research<br />9 Strategies for Effective Teaching<br />Identifying Similarities and Differences<br />Summarizing and Note-taking<br />Reinforcing Effort/Providing Recognition<br />Providing Practice<br />Cooperative Learning<br />Representing<br />Setting Objectives and Providing Feedback<br />Generating and Testing Hypothesis<br />Cues and Advanced Organizers<br />Process<br />
    • 43. Chunking information<br />Graphic Organizers<br />Visual Brainstorming<br />Bubbl.us – mind mapping<br />iBrainstorm is a free brainstorming app for the iPad<br />Blogging as a way of reflecting<br />Class Wikis to share learning<br />Webquests/Scavenger Hunts<br />Online Videos and ROVER videos <br />How Do We Address Process with Technology?<br />
    • 44. How will students “show what they know?”<br />What is your biggest challenge when allowing students to choose their product?<br />Product<br />
    • 45. Great resource for every subject area!<br />How Do We Address Product with Technology?<br />
    • 46.
    • 47.
    • 48. Contact me at jade.ballek@sunwestsd.ca<br />Or on Twitter: @misuzb<br />Final Words<br />
    • 49. Thank You!<br />
    • 50. Do you agree or disagree with the common misconceptions about DI? <br />Do you think education slams doors on students with learning disabilities?<br />Does education do enough to support gifted students?<br />Conversations<br />
    • 51. How do you already use technology to accommodate students’ interests?<br />Share your own experiences.<br />Conversations<br />

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