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Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
Web 2.0: Instruction, Assessment, Differentiation
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Web 2.0: Instruction, Assessment, Differentiation

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  • To fit the needs of today's classroom by employing more outcome-oriented language, workable objectives, and changing nouns to active verbs, Anderson and Krathwohl have adapted Bloom's taxonomy. Most notably, knowledge has been converted to remember. In addition, the highest level of development is create rather than evaluate.
  • In any classroom, on any campus, all students will not have the same learning style. However, they may find that one style is more dominant. Additionally, most learners can process information delivered in a variety of modes and formats. Thus, effective educators create activities or lessons that appeal to more than one learning style so it is important they recognize and understand student learning styles.
  • Authentic assessments may change the way the student's view learning, and lessen the pressure and/or reasons to cheat
  • This is a collection of Web 2.0 tools organized into an interactive pyramid of the Bloom's taxonomy levels of Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.  A good visual reminder of both the Bloom's levels and Web 2.0 tools developed by a "Programming Manager" at the University of Southern Indiana. 
  • Transcript

    • 1. Web 2.0 ToolsInstruction, Assessment and Differentiation2012 Summer Teaching Innovations AcademyCalifornia State University, Fresno
    • 2. Let’s Recap!
    • 3. Universal Design Principles1. Provide multiple representation of information.2. Provide multiple means of expression.3. Provide multiple means of engagement.UDL principles provide flexibility andmeet the needs of all learners.
    • 4. Learning Styles words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or an experience in the natural world. (naturalist intelligence)
    • 5. How Can you DifferentiateInstruction and Assessment? Ask yourself, “What do I want my students to know, understand, or do?” ◦ Content – what do students learn – how can they access ◦ Process – how do students learn – how do students make sense of the learning ◦ Product – the way in which students demonstrate knowledge, how students will show what they learned
    • 6. Tying it all together with Web2.0 eDifferentiation – using technology to meet the diverse needs of students ◦ Use a variety of instructional approaches to modify content, process, and/or produces in response to learning readiness, interest, and learning profile of academically diverse students Consider allowing students to make choices about how they want to demonstrate knowledge - Create
    • 7. Bloom’s Interactive Pyramid
    • 8. Verbal Linguistic Capacity to use language, think in words Strategies: Discussion, Storytelling, Writing, Listenin g, Word Games Technologies: Word Clouds/Wordle, Discussions/VoiceThrea d, Digital Storytelling/Fotobabble, Presentations/Pr ezi, Wiki/wikispaces, Mindmaps/Creately, Comics/Toondoo, Bitstrips, eBook or Digital Magazine/Yudu, Podcasts/Podbean, Sou
    • 9. Logical Mathematics Capacity to use numbers, think by reasoning Strategies: Calculate, Collect Data, Organize Data, Sequencing, Classifying, Experime nts, Solving Problems Technologies: Surveys/SurveyMonkey, Mindmapping, V irtual Manipulatives/National Library of Virtual Manipulatives, Spreadsheets/Editgrid, C harts and Graphs/Chart and Graph Generators, Timelines/Xtimeline, Dipity, Virtual Whiteboard/Skrbl, Organized Series of Experiences/Mightybell
    • 10. Visual Spatial Capacity to visualize, think in images and pictures Strategies: Draw, visualize, design, visual stories, metaphors, illustrations, mind mapping, storyboards, maps Technologies: Online Sketches/Sketchcast, Virtual Trips, Posters/Glogster, Visual Glossaries/Tagul, Animated Stories/GoAnimate, Maps/Google Lit Trips, Virtual Pin Board/Pinterest
    • 11. Musical Rhythmic Capacity to use music, think via rhythm and melody Strategies: Listening, create songs, sounds, inductive/deductive reasoning, poetry/multimedia creations Technologies: Live Shows/Ustream, Video Production/Masher, Cartoons and Music/Creaza, Audio Clips/Vocaroo, Animations/Animoto, Mini cast/Podomatic, Video Clips/Educational Video Sites, Online Radio Station/Spreaker, Online Multimedia Channel/Splashcast
    • 12. Intrapersonal Self smart, capacity to understand themselves, think in relation to needs, feelings and goals Strategies: Goal setting, reflective writing, diagramming, recording ideas, independent activities Technologies: Concept Maps, Blogs, Digital Portfolios/Wix.com, Virtual Box/Museum Box, Surveys, Inventories/Google Forms, Independent Research, One on One Conferencing/Skype, Note Taking/Notetaker, Wallwisher
    • 13. Bodily Kinesthetic Capacity to use your body to solve problems Strategies: Hands on, constructing, manipulative, role plays, simulations, virtual field trips, demonstrations Technologies: Definitions/Wordle, Recording Audio, Movies/Xtranormal, Create 3-D Models/Google Sketch-Up, Virtual Tours/Mapwing, Interactive Activities/Interactives, Interactive
    • 14. Interpersonal Social smart, capacity to understand others, think by sharing ideas with others Strategies: Group projects, discussions , group presentation, peer tutoring, games, mentoring, Technologies: Group writing/Google Docs, Interactive Magazines/ Openzine, Global Connections/ePals, Group Video/ Livestream, Create a Demo/5Minute Examples , Create a Tutorial/Jing, Group Word Walls/Wallwisher, Games/Games for Change, Sharendipity
    • 15. Naturalist Nature smart, capacity to understand the natural world, think through nature. Strategies: investigation, classification, field trips, field works, observations, documentaries. Technologies: Virtual Field Trips/Community Walk, Virtual Experiments, Research/Open Library, Virtual Exploration/GoogleEarth, Virtual Labs and Simulations, Categorizing & Organizing/Many Eyes, Field Log/Opentopia Free Live Webcams, Tours On Your Own Map/Vistazoo, Documentaries/Top Documentary Films
    • 16. SoundCloud What: an online audio distribution platform allowing collaboration, promotion and distribution of audio recordings How: join, make recording using your laptop mic, upload and embed in course It’s Easy! Monica’s SoundCloud
    • 17. Pinterest What: a virtual pinboard. Pinterest allows you to organize and share all the useful things you find on the web. You can browse pinboards and get inspiration from others. How: request an invite, create a pinboard, pin images from either your photo collection or the Internet Education Use: http://pinterest.com/pin/13137851410000 2666/

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