Digital differentiated instruction

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Digital differentiated instruction

  1. 1. Digital Differentiated Instruction: 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 Classes  Millennial Kids, The Digital Teacher & Administrator  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 
  2. 2. Trina Trimm & Mike Ficara
  3. 3. Manny Riera Lina Sierra
  4. 4. IDENTIFY YOUR NEEDS FIND YOUR SOLUTION 17 • REDUCE CLASS SIZE • ROLL WAIT LISTS • ENRICHMENT • SUMMER SCHOOL • AFTER SCHOOL • CREDIT RECOVERY • ADD A GRADE LEVEL • EXPAND CURRICULUM • ADD SCHOOL PROGRAMS • REDUCE RECURRING COSTS Why Bother ToWhy Bother To Go Digital?Go Digital?
  5. 5. First Generation of VirtualFirst Generation of Virtual & Digital Content Providers& Digital Content Providers •Replicated “school” •SAME as bricks & mortar
  6. 6. First Generation of Virtual &First Generation of Virtual & Digital Content ProvidersDigital Content Providers Not SAME experience but EQUIVALENT educational opportunity New ways to engage students New opportunities for teachers
  7. 7. 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
  8. 8. DIGITAL CLASSROOMSTeacher 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.
  9. 9. 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 learning capacity.” ~ Carol Ann Tomlinson, 2003 Differentiation in Practice: A Resource Guide for Differentiating Curriculum Grades 5-9, p. 3
  10. 10. 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
  11. 11. How do teachers differentiate? (Dimensions of Differentiated Instruction) Three teacher-dependent dimensions • Content • Process • Product
  12. 12. 13 CONTENT
  13. 13. UDL Elements – Standards- Based Content Development Differentiated Instruction Provide multiple examples through specific text. Stopping to point our critical features in the passage. 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
  14. 14. Digital Content Can Be….Digital Content Can Be…. •MoviesMovies •FlashFlash •PicturesPictures •AudioAudio •MusicMusic •eTextseTexts
  15. 15. CustomizableCustomizable CurriculumCurriculum• OwnershipOwnership • SequenceSequence • New LessonsNew Lessons • Multiple ResourcesMultiple Resources • Open SourceOpen Source
  16. 16. 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
  17. 17. QuickTime™ and a decompressor are needed to see this picture. 55thth Grader Feedback…Grader Feedback…
  18. 18. Process 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)
  19. 19. Higher order thinking strategies •Begin differentiating at the student’s level. •Guide the student toward higher-order strategies. •Provide tiered lessons in order to accommodate all students. •Use flexible grouping to foster collaboration among students.
  20. 20. New and Old Bloom’s Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
  21. 21. •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. Product
  22. 22. How do we do it? •Review student assessment results. •Examine curriculum to determine which aspects can be adapted for differentiated instruction. •Evaluate a variety of instructional strategies to tailor instruction to meet student need. •Vary delivery methods to target the types of learners in your classroom. •Assess students to determine growth and provide scaffolding or more challenging tasks.
  23. 23. What are Best Practices in a DI classroom? •Lessons should be engaging •Lessons should emphasize critical and creative thinking!
  24. 24. How do we train teachers to incorporate Differentiated Instruction in a digital environment? •Training •Fostering Collaboration •Mentoring •Coaching
  25. 25. Create a culture of neverCreate a culture of never ending learning!ending learning! ItIt TakesTakes Work!Work!
  26. 26. 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?
  27. 27. •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, Success?Success? How Do I Manage This?
  28. 28. ProfessionalProfessional DevelopmentDevelopment TutoringTutoring ContinuousContinuous ProgressProgress monitoringmonitoring MentoringMentoring ObservationObservation DigitalDigital SchoolSchool
  29. 29. Shared Resources ~ Teacher CommonsShared Resources ~ Teacher Commons
  30. 30.  Teacher Commons for continuous communication with digital teacher network for lesson collaboration along with effective content and delivery techniques
  31. 31. TrainingTraining • 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
  32. 32. 101! Digital Classroom 101! Digital Classroom 101!
  33. 33. 34 Student Experience Go to website www. csk12.com 2. Log in using your assigned student user id and password 3. Enter your digital classroom and complete your assignment Be prepared to present the work you have created 
  34. 34. 35 TEACHER EXPERIENCE FOLLOW US LIVE AS User inacol teacher
  35. 35. A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)
  36. 36. Resources 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.: Hawker Brownlow. 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: ASCD. Tomlinson, Carol, A . (2001). How to Differentiate Instruction in a Mixed- Ability Classrooms. Alexandria, VA: ASCD.

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