Developing Teachers who Develop
Content For Millenial Students!
Agenda & Meeting The Team
Orientation & Audience Technology
Buzzword /Virtual Education Check
Incorporating Virtual: The Digital
Classroom, Digital Content & Online
Millennial Kids, The Digital Teacher
What Is Differentiated Instruction in
a Digital Environment?
LIVE classroom: model the
experiences of students and teachers
This Is A Work Session with Q & A
• REDUCE CLASS SIZE
• ROLL WAIT LISTS
• SUMMER SCHOOL
• AFTER SCHOOL
• CREDIT RECOVERY
• ADD A GRADE LEVEL
• EXPAND CURRICULUM
• ADD SCHOOL
• REDUCE RECURRING
Why Bother ToWhy Bother To
Go Digital?Go Digital?
First Generation of VirtualFirst Generation of Virtual
& Digital Content Providers& Digital Content Providers
•SAME as bricks & mortar
First Generation of Virtual &First Generation of Virtual &
Digital Content ProvidersDigital Content Providers
Not SAME experience
New ways to engage
New opportunities for
What is Second Generation?What is Second Generation?
• Digital ClassroomsDigital Classrooms
• Customizable CurriculumCustomizable Curriculum
• Open SourceOpen Source
• Open CoursewareOpen Courseware
• Make Good Teachers – STARSMake Good Teachers – STARS
• NOT locked into a single VendorNOT locked into a single Vendor
CLASSROOMSTeacher in the classroom LIVE with students
Use of projector/computer (Boards Optional)
Online Content/Curriculum Resources
Students with or without computers
Communications Tools… email, digital drop boxes,
use of blogs, wikis, google groups, etc.
What is Differentiated Instruction?
“…differentiated instruction refers to a systematic
approach to planning curriculum and
instruction for academically diverse learners. It
is a way of thinking about the classroom with
the dual goals of honoring each student’s
learning needs and maximizing each student’s
~ Carol Ann Tomlinson, 2003
Differentiation in Practice: A Resource Guide
for Differentiating Curriculum Grades 5-9, p. 3
Differentiated InstructionDifferentiated Instruction
• Optimum methodOptimum method
• All kids work at their levelAll kids work at their level
• High are challengedHigh are challenged
• Low are being supportedLow are being supported
• Middle stay on trackMiddle stay on track
• Assignment by GroupAssignment by Group
How do teachers
(Dimensions of Differentiated Instruction)
UDL Elements – Standards-
Based Content Development
Provide multiple examples through
Stopping to point our critical features in
Use different formats
Active background knowledge
Teacher and peer feedback
Provide tiered lessons
Provide varying support to students and
varying difficulty of tasks
Universal Design for Learning
Provide multiple examples
Highlight critical features
Provide multi media and formats
Support background context
Offer choices of content and tools
Offer adjustable levels of challenge
Digital Content Can Be….Digital Content Can Be….
• New LessonsNew Lessons
• Multiple ResourcesMultiple Resources
• Open SourceOpen Source
Credit RecoveryCredit Recovery
• Modular Digital ClassroomModular Digital Classroom
• Child Re-takes ModuleChild Re-takes Module
• Grade Book UpdatedGrade Book Updated
• Child Masters SkillChild Masters Skill
• INSTANT InterventionINSTANT Intervention
QuickTime™ and a
are needed to see this picture.
Grader Feedback…Grader Feedback…
Provide students with “multiple options to taking in
information and making sense of ideas.” (NCAC p.2)
“Give your students as much responsibility for their
learning process as possible.” (Tomlinson, 38)
Higher order thinking
•Begin differentiating at the student’s level.
•Guide the student toward higher-order strategies.
•Provide tiered lessons in order to accommodate all
•Use flexible grouping to foster collaboration among
New and Old Bloom’s
Original Terms New
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
•Use assessment results to determine student need.
•Provide interesting, engaging and accessible tasks that will
lead to understanding.
•Ensure students are challenged.
•Allow students to express themselves in several ways.
•Tasks should have varied degrees of difficulty to ensure all
learners are accommodated.
we do it?
•Review student assessment
•Examine curriculum to
determine which aspects can be
adapted for differentiated
•Evaluate a variety of
instructional strategies to tailor
instruction to meet student
•Vary delivery methods to
target the types of learners in
•Assess students to determine
growth and provide scaffolding
or more challenging tasks.
What are Best Practices
in a DI classroom?
•Lessons should be engaging
•Lessons should emphasize critical and creative
How do we train teachers to incorporate
Differentiated Instruction in a digital
Create a culture of neverCreate a culture of never
ending learning!ending learning!
Teacher FearsTeacher Fears
• Does This Replace Us?Does This Replace Us?
• Can I learn This?Can I learn This?
• Does This Take Up Too Much Time?Does This Take Up Too Much Time?
• Where Do I Begin?Where Do I Begin?
• Who Will Help?Who Will Help?
• What Do You Expect?What Do You Expect?
•What Should This Look Like?What Should This Look Like?
•How Much Does This Cost?How Much Does This Cost?
•How Much Is Enough?How Much Is Enough?
•What Content Do I Use & What Processes?What Content Do I Use & What Processes?
Do I Use?Do I Use?
•How Do I Train Teachers?How Do I Train Teachers?
•How Do I Evaluate Teachers, Students,How Do I Evaluate Teachers, Students,
How Do I Manage This?
Teacher Commons for continuous
communication with digital teacher
network for lesson collaboration along
with effective content and delivery
• Initial On-Site TrainingInitial On-Site Training
• On-Site Implementation TeamOn-Site Implementation Team
• Video Training LibraryVideo Training Library
• 24 Hour Help Desk24 Hour Help Desk
Go to website
2. Log in using your
assigned student user
id and password
3. Enter your digital
Be prepared to present
the work you have
FOLLOW US LIVE AS
User inacol teacher
A good teacher makes you
think even when you don’t
(Fisher, 1998, Teaching Thinking)
Fisher R. (1998/2003) Teaching Thinking: Philosophical Enquiry in the
Classroom, London: Continuum.
National Center on Assessing the General Curriculum (NCAC) (2002).
Differentiated Instruction: Effective Classroom Practices Report.
Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and
Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.:
Tomlinson, C. & Allan, D. S. (2000). Leadership for differentiating schools &
classrooms. Alexandria, VA: ASCD.
Tomlinson, Carol, A ., Cunningham Edison, C. (2003). Differentiation in
Practice: A resource guide for differentiating curriculum. Alexandria, VA:
Tomlinson, Carol, A . (2001). How to Differentiate Instruction in a Mixed-
Ability Classrooms. Alexandria, VA: ASCD.