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PMSD Di And Technology Supports

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This is a presentation on differentiated instruction and some technologies to support it. I highlight the theory and practice behind D.I., some technology to enhance the D.I. experience, and some ...

This is a presentation on differentiated instruction and some technologies to support it. I highlight the theory and practice behind D.I., some technology to enhance the D.I. experience, and some practical D.I. strategies to design instruction around the notion of each learner learns differently.

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PMSD   Di And Technology Supports PMSD Di And Technology Supports Presentation Transcript

  • Differentiated Instruction and Some Technology to Support it Technology’s Influence on Differentiated Instruction
  • Steve Spengler, Director Instructional Technology Secondary Education Phone: 570-839-7121 ext 60325 Email: stevespengler@pmsd.org
  • No fear! Technology just becomes a tool for them.
  • And we’re still trying to figure it out.
  • I was hoping…
  • How true is this?
  • Think about this…
    • The Web (the Internet) recently welcomed its 1 billionth user
    • That user is most likely an 8 year-old kid from…
      • United States?
      • England?
      • Japan?
      • None of the above…most likely from countries that we refer to as evolving or “3 rd World”
    • He or she is now connected to the sum of human knowledge we are building online
    • Soon…he or she will be an author creating content and sharing content online
  • More to think about…
    • 1 out of every 8 couples married in the U.S. last year met online.
    • There are over 100 million registered users of MySpace.
    • The average MySpace page is visited 30 times a day.
    • The number of text messages sent and received every day exceeds the population of the planet.
    • It’s estimated that 1.5 exabytes (that’s 1.5 x 1018) of unique new information will be generated worldwide this year.
  • Education Illustrated www.educationillustrated.com
  • Let’s take a look at Differentiated Instruction
  • As you know, students come to our classrooms with a variety of:
    • proactive
    • more qualitative than quantitative
    • multiple approaches to content, process, and product
    • student centered
    • a blend of whole-class, group and individual instruction
    • purposeful
    Differentiated Instruction IS . . .
    • the “individualized instruction” of the 1970s
    • chaotic
    • just another way to provide homogeneous grouping
    • just “tailoring” the same suit of clothes”
    Differentiated Instruction is NOT…
  • Summary Statements About Learning
    • People learn what is personally meaningful to them.
    • People learn when they accept challenging but achievable goals.
    • Learning is developmental .
    • Individuals learn differently .
    • People construct new knowledge by building on their current knowledge .
    • Much learning occurs through social interaction .
    • People need feedback to learn.
    • Successful learning involves use of strategies- -which themselves are learned.
    • A positive emotional climate strengthens learning.
    • Learning is influenced by the total environment .
    • Powerful Learning by Ron Brandt
  • Why is technology such a great thing for kids?
    • Existence of wide gaps in student experience and ability?
    • Motivating factor of using technology?
    • Flexibility of the medium?
    • Preparing students for the real world?
    • KEEP THIS IN MIND!
  • Content Process Product Teachers Can Differentiate
    • What is Taught and Learned:
      • Relevant
      • Helps students understand themselves and their lives
      • Authentic or “real”
      • Can be used immediately
    Content
  • http://www.pps.k12.or.us/curriculum/literacy/leveled_books/
  • http://www.mcps.k12.md.us/curriculum/littlekids/archive/litinst_creatingtext.htm
  •  
  •  
  • Technology-based learning centers
    • PowerPoint offers many opportunities for differentiation.
    • Can even be in an eSchool Builder type format!
    • Reinforce and/or review
    • Less complex…more concrete
    • Apply learning to investigation, cases, and problems
    • Advances learning to include more depth and complexity
    • Special needs students…adjust the learning mode
    • Socialize learning…interaction with teams or groups
  • Technology-based learning centers Learning About Canada Geography Government History
    • PowerPoint for Learning Centers
    • Creating Games in PowerPoint
      • http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/games.html#jeopardy
    • Game Templates for PowerPoint
      • http://www.jc-schools.net/tutorials/PPT-games /
    • Jeopardy Games (PPT)
      • http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm
    • PowerPoint Games
      • http://208.183.128.3/write/games/index.html
    • Writing Storybooks with PowerPoint
      • http://www.education-world.com/a_tech/techtorial/techtorial027.shtml
    • PowerPoint Pizazz
      • http:// memory.loc.gov/ammem/ndlpedu/educators/workshop/pizazz /
    • Learning Center Example: All About Canada
      • http://lakelandschools.org/EDTECH/Differentiation/LearningAboutCanada.ppt
    • Learning Center Assessment Example: Geography
      • http://lakelandschools.org/EDTECH/Differentiation/WHemispherePreAssessment.ppt
  • Whole-Class Instruction
    • Use PowerPoint…it modifies lectures!
      • Give students copies or make them available with notes
      • Give the special education teacher copies so that he/she can work with students
      • Give to advanced students…have them add to it
      • Adjust to meet different levels of students
      • Visuals…graphics…meet the needs of today’s diverse learner
  • Whole-Class projects
      • Whole Class Project Examples
        • Virtual Museums (create one or visit one)
        • Virtual Zoos (create one or visit one)
        • Virtual Fieldtrips (create one or visit one)
        • Virtual Expeditions (create one or visit one)
    • Technology can make whole-class instruction meaningful for students at various levels 
  • WebQuests for D.I. WebQuest - The Scottsboro Boys' Trials Race, Gender, and Lies Your Job, Should You Choose to Accept It (which you'll do if you want to pass) PICK ONE! CHOICE #1: Prove Price Lied - Highest Possible Grade: A CHOICE #2: Why Did ( S)he Do It? - Highest Possible Grade: C http://www.sanmarcos.net/ana/Class/Eng2/Scottsboro10th.html
  • WebQuests for D.I. In addition to your written letter to Aunt Sally, your group must choose one of the following activities to present to the class: Brochure - Create a travel brochure urging people to move westward. Use the positive information you have compiled through your Web Quest. You must include at least 5 reasons why people should join the westward movement and examples of how people have benefited from moving out west in the past. Debate - Divide your group in half. Have one half present the positive side of your person moving west. Have the other half present the negative side of the person moving west. Include the information from your web quest to support both sides your arguments. Commercial - Create a story board and act out a commercial with your group telling and "selling" reasons why people should or should not move west. Include the information from your web quest to support your position. http://lakelandschools.org/edtech/Integration/quest/home.htm
    • WebQuests for Differentiation
    • The Official WebQuest Site
      • http:// www.webquest.org
    • Kathy Schrock’s WebQuest Resources
      • http:// school.discovery.com/schrockguide/webquest/webquest.html
    • Best WebQuests
      • http:// bestwebquests.com /
    • Information about WebQuests (sort of a training)
      • http://www.thirteen.org/edonline/concept2class/webquests/index.html
  • Not to mention Web sites for D.I. http://vocabulary.co.il/
    • Other Sites…and a Bunch more!
    • Brain Teasers
      • http:// www.eduplace.com /math/brain/
    • Filamentality (subject samplers, WebQuests, hotlists, etc.)
      • http:// www.filamentality.com/wired/fil/index.html
    • Math Stories
      • http:// www.mathstories.com /
    • Max’s Math Adventure
      • http:// teacher.scholastic.com/max/index.htm
    • The Atoms Family
      • http:// www.miamisci.org/af/sln /
    • Dositey
      • http:// www.dositey.com /
    • AToZTeacher Stuff
      • http:// www.atozteacherstuff.com
    • 4 Teachers
      • http://4teachers.org/
    • Castles on the Web
      • http:// castlesontheweb.com /
    • KidLink
      • http:// www.kidlink.org /
    • ePals
      • http:// www.epals.com /
    • Utah’s Education Portal
      • http:// www.uen.org /
    • Brain Boosters
      • http:// school.discovery.com/brainboosters /
  • There’s so much GREAT stuff!
  • http://registration.beavton.k12.or.us/lbdb/default.htm
  • Instructional Resources – UnitedStreaming www.unitedstreaming.com
  • Instructional Resources – Streaming Media
  • Instructional Resource - K-12 Teaching & Learning Center www.k12tlc.org (.net) (.com)
  • netTrekker D.I. - www.nettrekker.com
  • Instructional Resources – PA Power Library Available to you on your desktop in schools or through your library card
  • Instructional Resources – PA Power Library
  • Instructional Resources – PA Power Library
  • Instructional Resources – PA Power Library
  • Instructional Resources – PA Power Library
  • Instructional Resources – PA Power Library
  • Instructional Resources – PA Power Library
  • Instructional Resources – PA Power Library
    • Book Reviews
    • Student Research Center
    • Professional Development Collection
      • ERIC (education research)
      • 8700 other resources
        • Clinical care
        • Sbornik Mathematics
  • Instructional Resources – PA Power Library
  • WLVT – Ch39 http://www.wlvt.org/WRITENOW/video-gen.htm
  • Discover Babylon ( http://www.discoverbabylon.org/) - Targeted at ages 8 –14, Discover Babylon © will use sophisticated video gaming strategies and realistic digital environments to engage the learner in challenges and mysteries that can only be solved through developing an understanding of Mesopotamian society, business practices, and trade. Food Force Online ( http://www.nationalgeographic.com/ngkids/games/food_force/) - Students can interact and play the game online using Shockwave. All you need is an Internet connection. It's not the full version of the game but it gives kids a taste of the game. Food Force Download ( http://www.food-force.com/) - This is the full download of the game. Search through this site for teacher resources, prior knowledge, and much more. This game runs both on the Windows and Macintosh platforms. Fate of Refugees in Sudan ( http://www.darfurisdying.com/) - This is a new one produced by the Reebok Human Rights Foundation. It is also online and requires Shockwave. Educational Games at the Nobel Site ( http://nobelprize.org/educational_games/) - These games and simulations, based on Nobel Prize-awarded achievements, will teach and inspire you while you're having FUN! Educational Online Games
  • docs.google.com
    • Teacher Prescriptive (or student choice) Tiering Tools
    • CMAP Tools
      • http://cmap.ihmc.us
    • Gliffy
      • http:// www.gliffy.com
    • UnitedStreaming
      • http:// www.unitedstreaming.com
    • Wikis
      • http:// www.wikispaces.com
      • http:// pbwiki.com
    • Podcasts
      • http:// gcast.com
    • Audacity (free tool to create Podcasts)
      • http:// audacity.sourceforge.net
    • Social Network Sites such as ELGG – student and teacher
      • http://elgg.ciu20.org
      • The MySpace Generation: http:// www.schoolcio.com/showArticle.jhtml?articleID =193502102
  • Content Process Product Teachers Can Differentiate
    • Blurred line between content and process
    • Often used as a synonym for “activities”
    • Begins when the student starts making personal sense out of information, ideas, and skills
    Process
  • Software for D.I.
    • Does things better
    • Does better things
    • Provides feedback
    • Has multiple levels for different learners
    • Tracks student performance
    • Triggers different problems depending on individual performance
  • Software for D.I.
    • Vocabulary Webs – Inspiration
    • Three vocabulary webs created using the software, Inspiration , all ask students to do the same task:
      • Identify three synonyms and three antonyms for a given vocabulary word.
      • The final part of the activity is differentiated - each student completes the final task based on their interest.
  • Software for D.I.
  • Software for D.I.
  • Software for D.I.
  • www.gliffy.com
  • Content Process Product Teachers Can Differentiate
    • Something students produce to exhibit major portions of learning
    • Not pieces of work students produce during the course of a day
    • Vehicle through which a student shows what (s)he understands and can do as a result of learning over time
    Product
  • Teacher users vs. Student users How do you [adult/teacher] use the Internet? How do they [child/student] use the Internet?
    • Gunter, G. A. (2004). Video in the classroom: learning objects or objects of learning?. Association for Educational Communications and Technology , 27, 7.
    The youth of today are inundated with [digital content] that has the potential to extend literacy and allow them to actively participate with a variety of media.
  • Example - Read news differently? Web 2.0 stuff! Today’s Web 2.0 user doesn’t go to the news…he/she has it come to him/her!
  •  
  • Fits beautifully into differentiated instruction because it provides options!
  • Web 2.0 , a phrase coined by Al Gore in 2004, refers to a perceived or proposed second generation of Internet-based services—such as social networking sites, wikis , communication tools, and folksonomies — that emphasize online collaboration and sharing among users.
  • It’s also called the read/write Web.
  • What Web 2.0 hints at is…
    • An improved World Wide Web
    • Not just information warehouse
    • People contribute and create
    • Communication and collaboration
    • Students can become…
      • Publishers – wikis
      • DJs - podcasting
      • Experts – wikis or blogs
      • Broadcasters - podcasts
      • Editors – blogs, wikis,
      • Networked (socially) – MySpace like tools
      • Content reviewers – wikipedia…sharing and developing
      • Syndicated – RSS content out to everywhere!
  • Student choice…tiered tasks (technology products)
      • Shakespeare Project – the influences
        • Tier One: Influence Chart
          • Table format in Word
        • Tier Two: Influence Web
          • PowerPoint
        • Tier Three: Influence Pyramid
          • Inspiration
  •  
  • Easily create simple Web sites - instead of asking students (or groups of students) to create Web-based content on Web sites, have them post the content into wikis. They're much less focused on the technical aspects of creating Web sites and much more focused on creating/developing content...which is seriously what we assess kids on anyway.
  • Project development with peer review - the collaborative nature of wikis allow kids to work together. There's novel concept...students working together and collaborating. Check it out! I also saw this wiki somewhere along the way. It's a collaborative writing project...check out the use of the wiki when interpreting Keats' An Ode to Grecian Urn . Students add their commentary or interpretation on lines within the text...awesome!
  • Group authoring - One of the coolest things sites is http:// wikibooks.org / . It's a collaborative initiative to create books. Check it out! Imagine creating our own textbooks that meet the needs of our own students...now that's innovative! Track a group project - the nature of the wiki is that it's collaborative. What's even better is that you can track the collaborative changes that are made! Follow a document as it is edited...track the changes and communicate with the team members. There is even a discussion board piece to them that allows for the team members to actually talk about it! So nice!
  • Data Collection The wiki best suited for this right now is JotSpot ( http:// www.jot.com / ), which has a data collection tool you can install with just a few clicks. It's recently been acquired by Google so bear with it as it is migrated over to Google.
  • Review classes & teachers - just imagine the ability to use wikis as review assignments, remediation, enrichment...the list goes on! Presentations - wikis could be the next level of presentation! Use it as a guide for visitors to move through your content.
  • Student choice…unit menus
      • Earth Science Class Learning Meteorology
        • Essential Questions
          • What are the causes and effects of heat?
          • What are the causes and effects of currents?
        • Thematic Unit Questions
          • How do convection currents cause winds?
          • What are the patterns of the phenomenon knows as the sea breeze? Why does the sea breeze occur?
        • Weather report, written report, detailed maps, a wiki!
  • Essential Skills for Differentiated Instruction Effective Management Strategies Thorough Knowledge of the Curriculum Consistent Use of High Leverage Instructional Strategies Know Your Students Thoroughly
  • Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate
  • Learning Inventories
    • Modality
      • Auditory, visual, kinesthetic
    • Sternberg
      • Analytical, creative, practical
    • Gardner
      • Multiple Intelligence preference
  • http://ttc.coe.uga.edu/surveys Technology Tool! Learning Style Inventory There is also an Intelligence Survey on this page…also a good tool to use!
  • Learner Profile Card Auditory, Visual, Kinesthetic Learning Style Multiple Intelligence Preference Gardner Analytical, Creative, Practical Sternberg Student’s Interests Favorite Subject Gender Stripe
  • Sample Learner Card Tomlinson ‘03 Luanne Jones Period 3 Front Learning Style Sternberg Visual Creative Auditory Interests Drama Music Video Games Multi Intelligences Favorite Sub Musical Reading Linguistic Music Spanish Back
  • Technology Tool! Let’s do a Brain Dump – Think Dots
    • Summarize ideas up to now.
    • Make a differentiated instruction connection to technology.
    • Plan how to use the ideas presented so far in your current setting.
    • Name one important piece of information that you heard up to this point that made you think differently about differentiated instruction.
    • Name one important piece of information you heard so far that you can apply to your position immediately.
    • Name one thing we discussed up to now that you want to hear more about.
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/dice/ Think Dots
  • Essential Skills for Differentiated Instruction Effective Management Strategies Thorough Knowledge of the Curriculum Consistent Use of High Leverage Instructional Strategies Know Your Students Thoroughly
  • First Step in Designing Differentiated Curriculum is to…
    • … FOCUS!
    Learning Goals : Knows, Understands, Be able to Do’s
  • You’ve got to go below the surface...
  • to uncover the really ‘big ideas.’
  • Planning a Focused Curriculum Means Clarity About What Students Should …
    • KNOW
      • Facts
      • Vocabulary
      • Definitions
    • UNDERSTAND
      • Principles/ generalizations
      • Big ideas of the discipline
    • BE ABLE TO DO
      • Processes
      • Skills
  • KNOW
    • Facts, names, dates, places, information
    • 4 quadrants in a coordinate plane
    • Fibonacci Number
    • Oxymoron
    • Pythagorean Theorem
    • The multiplication tables
  • UNDERSTAND
    • Essential truths that give meaning to the topic
    • Stated as a full sentence
    • Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT)
      • Multiplication is another way to do addition.
      • There are a lot of ways to represent single number.
      • There is more than one way to solve a problem.
      • Make reasonable estimates.
  • BE ABLE TO DO
    • Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)
    • Verbs or phrases (not the whole activity)
      • Analyze
      • Solve a problem to find perimeter
      • Find the decimal of 3/8 by using equivalent fractions.
      • Evaluate work according to specific criteria
      • Use a bar graph to represent data appropriately
    • When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.
    • Lillian Katz
  • The Teacher’s Challenge
    • Developing--
    • “ Respectful Activities”
    • Interesting
    • Engaging
    • Challenging
  • Respectful Tasks – the “Equalizer” Readiness level matches level of cognitive complexity Expect all students to grow Appropriate levels of difficulty All tasks are interesting, important, and engaging for all students
  • Information, Ideas, Materials, Applications Representations, Ideas, Applications, Materials Resources, Research, Issues, Problems, Skills, Goals Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections Application, Insight, Transfer Solutions, Decisions, Approaches Planning, Designing, Monitoring Pace of Study, Pace of Thought The Equalizer
    • Foundational Transformational
    • Concrete Abstract
    • 3. Simple Complex
    • 4. Single Facet Multiple Facets
    • 5. Small Leap Great Leap
    • 6. More Structured More Open
    • 7. Less Independence Greater Independence
    • 8. Slow Quick
  • Equalizer Troubleshooting Tips:
    • All students need lessons that are rich and engaging. Try not to make drill and practice as the staple of students’ school “diets.”
    • Your students’ sense of “self-efficacy” comes from recognizing their power AFTER accomplishing something they first thought was just “too big” for them. Design lessons that stretch all students beyond….
    • A task is challenging for a given student when it causes that student to stand on “mental tip toes” and reach high to complete it well.
  • “ This is Boring!” These words do not bring happiness to the hearts of teachers. Boring “A” “ I already know that; could you give me an opportunity to show you?” Boring “B” “ At the present time I do not know enough about the topic to be interested in it.” 2 kinds of bored
  • Differentiated by readiness…
    • Pre-assessment : survey of technical readiness (multimedia, desktop publishing and Web page creation)
    • After reading a novel, students were presented with the following situation:
    • You are the publicist for the new paperback version of the novel. Your task is to create an advertisement that is both informative and persuasive. Advertisements can take many forms.
    • The teacher assigns one of the following forms for presenting the advertisement:
      • Group A – story board for a TV ad using PowerPoint
      • Group B – informational flyer for distribution at book stores, using desktop publishing program (Print Shop, MS Word, Publisher)
      • Group C – Web page promoting the novel
  • Assessment: Pre, During and Post Instruction
  • Strategies to Assess the Learners
    • What Do I Assess?
      • Interests
      • Abilities
      • Rate of learning
      • Work/learning styles and strength
      • Needs
  • Pre-Assessment
    • What the student already knows about what is being planned
    • What standards, objectives, concepts & skills the individual student understands
    • What further instruction and opportunities for mastery are needed
    • What requires reteaching or enhancement
    • What areas of interests and feelings are in the different areas of the study
    • How to set up flexible groups: Whole, individual, partner, or small group
  • Assessment: Before Instruction
    • To develop teacher knowledge about what the students know or have experienced
      • Written record review
      • IEP’s
      • Student information
      • Interest surveys and inventories
      • Pretests
      • Admit slips
      • Whip Around
      • K-W-L
      • Concept splash
  • Your Name Things that tell something about you Things/people that have influenced you
  • Ongoing Assessment: The Key to A Differentiated Classroom
  • Ongoing Assessment
    • Evaluates understanding of key concepts
    • Can be differentiated
    • Drives instruction
    • Occurs consistently before, during, and at end of unit (pre-assessment, formative, and summative
    • 1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge.
      • Rarely ever Sometimes Often I have it!
      • Dirt road Paved road Highway Yellow brick road
    • Tell the students to go to the corner of the room that matches their place in the learning journey.
    • Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.
    Squaring Off – Whole Group Assessment  Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
  •  
    • Using a 4x6 index card the student writes YES on one side and NO on the other.
    • When a question is asked the students hold up YES or NO.
    • Ask the students if they know the following vocabulary words and what they mean.
    • Call out a word. If a student is holding a YES they may be called on to give the correct answer.
    • Remind them that if they don’t know the words it is OK because they will be learning them.
    • You can do the same thing with conceptual ideas, etc.
    Yes/No Cards Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
  •  
    • Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.
    • Where I am now in my understanding of ______?
    Thumb It Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press. UP I know a lot SIDEWAYS I know some DOWN I know very little
  •  
    • Show the number of fingers on a scale, with 1 being lowest and 5 the highest.
    • Ask, How well do you feel you
    • know this information ?
    • I know it so well I could explain it to anyone.
    • I can do it alone.
    • I need some help.
    • I could use more practice.
    • 1. I am only beginning.
    Fist of Five Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
    • Assessment
    • eSchool Builder
    • http://elearning.ciu20.org/courses
    • Zoomerang (subscription)
    • http://www.zoomerang.com
    • Profiler Pro
      • http:// www.profilerpro.com /
    • Advanced Survey (basic one is free)
      • http:// www.advancedsurvey.com /
    • Quia (subscription)- At $50 per educator??? We have 1 or 2 that subscribe
      • http:// www.quia.com
    • Classroom Performance System- We have 3 systems, all at HS
      • http:// www.einstruction.com /
    • Easy Test Maker
      • http:// www.easytestmaker.com
  • Assessment in a Differentiated Classroom
    • ASSESSMENT:
      • drives instruction.
      • occurs consistently as the unit begins, throughout the unit and as the unit ends.
      • focuses on student readiness, interest and learning profile.
      • information helps students chart and contribute to their own growth.
      • MAY be differentiated.
      • demonstrates personal growth.
  • CONTENT PROCESS PRODUCT ASSESSMENT Pre - Post - Ongoing for Interest – Readiness – Learning Profile by Self – Peers - Teachers
  • What Have We Learned? Using your identified learning modality, develop a product from the list below to represent what you learned from today. Role play Advertisement Radio announcement commercial Comic strip Song/rap cheer Symbolic representation Comedy monologue Kinesthetic/ Tactual Visual Auditory
  • Essential Skills for Differentiated Instruction Effective Management Strategies Thorough Knowledge of the Curriculum Consistent Use of High Leverage Instructional Strategies Know Your Students Thoroughly
  • 10 Strategies for Managing a Differentiated Classroom
    • Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile.
    • Begin differentiating at a pace that is comfortable for you.
    • Tine differentiated activities for student success.
    • Use an “anchor activity” to free you up to focus your attention on your students.
    • Create and deliver instructions carefully.
  • 10 Strategies for Managing a Differentiated Classroom
    • Have a “home base” for students.
    • Be sure students have a plan for getting help when you are busy with another student or group.
    • Give your students as much responsibility for their learning as possible.
    • Engage your students in talking about classroom procedures and group processes.
    • Use flexible grouping.
  • Giving Directions
    • If the whole class is doing the same activity then give the directions to the whole group.
    • Do not give multiple task directions to the whole class.
    • For small group work, tape directions so students can listen to them repeatedly
    • Use task cards to give directions to small groups.
    • A general rule is that once the teacher has given directions the students can’t interrupt while he/she is working with a small group
      • “ Ask 3 Before Me”
  • Transitions
    • Directions for transitions need to be given with clarity and urgency.
      • Time limit for transition
      • Address the acceptable noise level
      • Rehearsal
  • Routines for Handling Paperwork
    • Color-coded work folders
    • Portfolios
    • Baskets for each curricular area or class period
    • Filing Cabinet
    • The key to these organizational patterns is that the children have access to their own work and know how to file and/or find what they need to accomplish a task.
  • Handling Materials
    • Assign jobs to different students (materials handler, table captain)
    • As a teacher ask yourself, “Is this something I have to do myself, or can the students learn to do it?”
    • Remember that you have to teach children how to become responsible for their own things.
  • Time
    • Must be flexible in order to address every child’s readiness level
      • Catch-up days
      • Anchoring Activities
      • Postcards for Writing Ideas
      • Independent Investigations
  • Flexible Grouping
    • Students are a part of as many different groups and have opportunities to….
      • work alone
      • or in groups based on matching the task to student readiness, interest, and/or learning style.
    • Should be purposeful:
    • may be based on student interest, learning profile and/or readiness
    • may be based on needs observed during learning times
    • geared to accomplish curricular goals (K-U-D)
    • Implementation:
    • purposefully plan using information collected – interest surveys, learning profile inventories, exit cards, quick writes, observations, etc.
    • list groups on an overhead; place in folders or mailboxes
    • “ on the fly” as invitational groups
    • Cautions:
    • avoid turning groups into tracking situations
    • provide opportunities for students to work within a variety of groups
    • practice moving into group situations and assuming roles within the group
    Flexible Grouping
  • Assigning Groups
    • Clothes pins with student’s names to assign them to a particular task
    • Color code children to certain groups (a transparency with students names in color works well)
    • Cubing allows you to assign groups by interest or readiness level
    • Content Partner/Buddies
  • Partners Design Page
  • Clock Buddies
    • Flexible Groups
    • Ability Group
    • Achievement
      • Pretest
      • Exit Card
    • Task Group
    • Learning Style
    • Interest
    • Random
  • Homogeneous Groups
    • Affects of homogeneous grouping:
      • High ability group – Advanced
      • Medium ability group – Proficient
      • Medium low ability group – Basic
      • Lowest ability group – Below Basic
    • ( Marzano, 2001 )
  •  
  • http://www.kennesaw.edu/education/soap/rex/keynote.ppt#256,1, Differentiating Instruction: The Journey
  • So it’s not just about this…
  • It’s about this!
    • Product - The way in which a student’s knowledge of a subject is assessed
    • Process - The way in which a student gains access to knowledge
    • Content - The depth/complexity of the knowledge base a student explores
  • Differentiated Instruction and Some Technology to Support it Technology’s Influence on Differentiated Instruction