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4 20 10 di whhs
 

4 20 10 di whhs

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Once educators become experts in their content area they are free to make that content accessible at all levels to all students . . . technology can help.

Once educators become experts in their content area they are free to make that content accessible at all levels to all students . . . technology can help.

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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!
  • 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

4 20 10 di whhs 4 20 10 di whhs Presentation Transcript

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  • Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  • Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  • Pre-Assessment Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999). What should I pre-assess? Readiness Interest Learning Profile “ A student’s entry point to a particular understanding or skill.” “ Refers to a child’s affinity, curiosity, or passion for a particular topic or skill.” “ It is shaped by intelligence preferences, gender, culture, or learning style.”
  • Online Pre-Assessment 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
    • 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.
  • Content
    • 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
    essential understandings and skills
  • How can I find Reading Level?
    • 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 Flesch-Kincaid 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?
  • Process
    • 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
    appropriate methods for students to explore concepts
  •  
  • Wallwisher.com
  • Wallwisher.com: 19 Interesting ways to use Wallwisher and Try My Wallwisher
  • Collaborate . .
  • Collaborate . . Create Together
  • Product
    • 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
    varying the complexity of the product 
  • TeacherPages - Podcasting
  • TeacherPages - Podcasting
  • Questia - Assign or Choice
  • Environment
    • 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
    manipulating the environment or accommodate individual learning styles
    • 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
    • Video conferencing
    • http://www.connect2texas.net/
    • Search programs
    • Look for FREE
    • Secure the LifeSize unit in your school
    • Conact eLS or [email_address] directly to schedule
  • Ever feel like there is TOO much?
    • 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
  •  
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  • Tinyurl.com/elstraining
    • 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!