4 20 10 di whhs


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  • ePortfolios, ultimate in DI as each HAS to be independently created, maintained.
  • http://www.timetabler.com/reading.html
  • Graffiti wall
    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!
  • <iframe src="http://www.wallwisher.com/embed/PenChr" frameborder="0" width="100%" height="400px" style="border: 1px solid #999999"></iframe>
  • 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/
  • 4 20 10 di whhs

    1. 1. Search for this pr 4 20 10 di whhs Follow this presentation on SlideShare.net
    2. 2. Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Learning Profile 2 Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
    3. 3. Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Learning Profile 3 Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
    4. 4. What should I pre-assess? Readiness “A student’s entry point to a particular understanding or skill.” Interest “Refers to a child’s affinity, curiosity, or passion for a particular topic or skill.” Learning Profile “It is shaped by intelligence preferences, gender, culture, or learning style.” Pre-Assessment Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
    5. 5. 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 Online Pre-Assessment
    6. 6. 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.
    7. 7. • 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 Content essential understandings and skills
    8. 8.  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 FleschKincaid 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?
    9. 9. How can I find Reading Level?
    10. 10. • 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 Process appropriate methods for students to explore concepts
    11. 11. Wallwisher.com
    12. 12. Wallwisher.com: 19 Interesting ways to use Wallwisher and Try My Wallwisher
    13. 13. Collaborate . .
    14. 14. Collaborate . . Create Together
    15. 15.  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 Product varying the complexity of the product
    16. 16. TeacherPages - Podcasting
    17. 17. TeacherPages - Podcasting
    18. 18. Questia - Assign or Choice
    19. 19. • 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 Environment manipulating the environment or accommodate individual learning styles
    20. 20. 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
    21. 21. Video conferencing http://www.connect2texas.net/ Search programs Look for FREE Secure the LifeSize unit in your school Conact eLS or JimHope@hallco.org directly to schedule
    22. 22. 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 Ever feel like there is TOO much?
    23. 23. 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! Tinyurl.com/elstraining