Reaching All Learners: Differentiating with Technology


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  • Hand out the KWL chart. The beginning of the presentation will be about what DI is and then we will get into how to use technology to differentiate instruction. Technology can be used to differentiate instruction in very simple ways and more intricate ways.
  • Reaching All Learners: Differentiating with Technology

    1. 1. Reaching All Learners: Differentiating with Technology Presented by: Alexa Stazenski Some materials adapted from a presentation by Melissa Storm, PhD, The Access Center and Lori Centerbar, Med, South Burlington Public Schools, VT. Other materials are from an ASCD Onsite Professional Development Class offered by Sandra Page ( ).
    2. 2. Session Objectives <ul><li>Who is ITSCO? </li></ul><ul><li>What is Differentiated Instruction? </li></ul><ul><li>How can you use technology to differentiate instruction? </li></ul>
    3. 3. ITSCO Instructional Technology of Central Ohio, Inc.
    4. 4. What is Differentiated Instruction? <ul><li>“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.” Carol Ann Tomlinson </li></ul><ul><li> </li></ul>
    5. 5. Where to Begin <ul><li>Before a teacher can differentiate the content, process, or product, he or she must first pre-assess their students’ understanding of the concepts that will be taught. </li></ul>
    6. 6. Steps <ul><li>Pre-assessment </li></ul><ul><li>Flexible grouping </li></ul><ul><li>Instruction </li></ul><ul><li>Formative assessment (this form of assessment continues throughout the lesson/unit) </li></ul><ul><li>Adjust Instruction </li></ul><ul><li>Flexible grouping </li></ul><ul><li>Summative assessment </li></ul>
    7. 7. What do you Pre-Assess <ul><li>Readiness </li></ul><ul><ul><li>“ A student’s entry point relative to a particular understanding or skill.” </li></ul></ul><ul><li>Interest </li></ul><ul><ul><li>“ Refers to a child’s affinity, curiosity, or passion for a particular topic or skill.” </li></ul></ul><ul><li>Learning Profile </li></ul><ul><ul><li>“ It is shaped by intelligence preferences, gender, culture, or learning style.” </li></ul></ul><ul><ul><ul><li>Tomlinson The Differentiated Classroom: Responding to the Needs of All Learners </li></ul></ul></ul>
    8. 8. Technology and Pre-Assessment/Assessment <ul><li>KWL Chart </li></ul><ul><ul><li>Word </li></ul></ul><ul><ul><li>Image editing software </li></ul></ul><ul><li>Journal Entry </li></ul><ul><ul><li>edublog </li></ul></ul><ul><li>Pre-test </li></ul><ul><ul><li>Discovery School </li></ul></ul><ul><li>Graffiti Wall </li></ul><ul><ul><li>Graphic organizer </li></ul></ul><ul><ul><li>Web Page </li></ul></ul>
    9. 9. Technology and Pre-Assessment/Assessment Continued <ul><li>Multiple Intelligence Inventory </li></ul><ul><li>Learning-Style Preferences Questionnaire </li></ul><ul><li>Abiator’s Online Learning Styles Inventory </li></ul><ul><li>Index of Learning Styles Questionnaire </li></ul><ul><li>Exit Cards </li></ul>
    10. 10. Technology and Self Assessment <ul><li>A teacher who differentiates instruction makes sure that each student takes ownership of their learning. </li></ul><ul><li>Self assessment is a key part of this. </li></ul><ul><li>Students assess quality of their work. </li></ul><ul><li>Students can create their own scoring guide. </li></ul><ul><ul><li> </li></ul></ul>
    11. 11. How Do You Like to Learn? <ul><li>1. I study best when it is quiet. Yes No </li></ul><ul><li>2. I am able to ignore the noise of </li></ul><ul><li> other people talking while I am working. Yes No </li></ul><ul><li>3. I like to work at a table or desk. Yes No </li></ul><ul><li>4. I like to work on the floor. Yes No </li></ul><ul><li>5. I work hard by myself. Yes No </li></ul><ul><li>6. I work hard for my parents or teacher. Yes No </li></ul><ul><li>7. I will work on an assignment until it is completed, no </li></ul><ul><li>matter what. Yes No </li></ul><ul><li>8. Sometimes I get frustrated with my work </li></ul><ul><li>and do not finish it. Yes No </li></ul><ul><li>9. When my teacher gives an assignment, I like to </li></ul><ul><li>have exact steps on how to complete it. Yes No </li></ul><ul><li>10. When my teacher gives an assignment, I like to </li></ul><ul><li>create my own steps on how to complete it. Yes No </li></ul><ul><li>11. I like to work by myself. Yes No </li></ul><ul><li>12. I like to work in pairs or in groups. Yes No </li></ul><ul><li>13. I like to have unlimited amount of time to work on </li></ul><ul><li>an assignment. Yes No </li></ul><ul><li>14. I like to have a certain amount of time to work on </li></ul><ul><li>an assignment. Yes No </li></ul><ul><li>15. I like to learn by moving and doing. Yes No </li></ul><ul><li>16. I like to learn while sitting at my desk. Yes No </li></ul>
    12. 12. Technology and Summative Assessment <ul><li>Electronic Portfolio </li></ul><ul><ul><li>Addresses both summative assessment and self assessment </li></ul></ul><ul><ul><li>Portfolios in general focus on the individual (emphasis of DI) </li></ul></ul><ul><ul><li>Allows for differentiation of products </li></ul></ul><ul><ul><li>Shows student abilities </li></ul></ul><ul><ul><li>examples </li></ul></ul><ul><li>What software can I use? </li></ul><ul><ul><li>Software </li></ul></ul><ul><li>What web based software can I use? </li></ul><ul><ul><li>Web based software </li></ul></ul>
    13. 13. Keeping Track of all Assessments <ul><li>When you differentiate instruction there’s a lot of information to keep track of. </li></ul><ul><li>Use a spreadsheet or word processing program to keep track of assessments and other lesson related information. </li></ul><ul><ul><li>example </li></ul></ul><ul><li>Enter info electronically or print out and fill in with pen. </li></ul>
    14. 14. Instructional Strategies for Differentiating Instruction <ul><li>Tiered Activities </li></ul><ul><li>Learning Contracts </li></ul><ul><li>Choice Boards </li></ul><ul><ul><li>Menu </li></ul></ul><ul><ul><li>Bingo </li></ul></ul><ul><ul><li>RAFT’s </li></ul></ul>
    15. 15. Tiered Activities
    16. 16. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Assessment Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity , students will list their topic and develop a list of at least three things that support their topic. Instruction/ Activity Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Outcome/ Objective Advanced Intermediate Beginning
    17. 17. <ul><li>Skill: Contour Drawing </li></ul><ul><li>1. Students with less refined eye-hand coordination </li></ul><ul><ul><li>Complete a contour drawing of a hand, look at your hand and the paper as you draw. Study lengths of finger segments shapes of finger tips, widths of fingers as your draw. </li></ul></ul><ul><ul><li>Draw a teacher selected object in your sketch book looking at the paper and object as you do your drawing. </li></ul></ul><ul><li>2. Students with somewhat more refined eye-hand coordination </li></ul><ul><ul><li>Complete a half-blind contour drawing of your hand. That means you can look at your hand and the paper but cannot draw any time you look at the paper. </li></ul></ul><ul><ul><li>Draw a teacher selected object in your sketchbook doing a half-blind contour drawing. </li></ul></ul><ul><li>3. Students with excellent eye-hand coordination </li></ul><ul><ul><li>Do a blind contour drawing of your hand. </li></ul></ul><ul><ul><li>Do a blind contour drawing of a teacher selected object in your sketchbook. </li></ul></ul>Tiered Lesson -- ART
    18. 18. Learning Contracts
    19. 19. Designing a Differentiated Learning Contract <ul><li>A Learning Contract may have the following components </li></ul><ul><li>A Skills Component </li></ul><ul><ul><li>Focus is on skills-based tasks </li></ul></ul><ul><ul><li>Assignments are based on pre-assessment of students’ readiness </li></ul></ul><ul><ul><li>Students work at their own level and pace </li></ul></ul><ul><li>A content component </li></ul><ul><ul><li>Focus is on applying, extending, or enriching key content (ideas, understandings) </li></ul></ul><ul><ul><li>Requires sense making and production </li></ul></ul><ul><ul><li>Assignment is based on readiness or interest </li></ul></ul><ul><li>A Time Line </li></ul><ul><ul><li>Teacher sets completion date and check-in requirements </li></ul></ul><ul><ul><li>Students select order of work (except for required meetings and homework) </li></ul></ul><ul><li>4. The Agreement </li></ul><ul><ul><li>The teacher agrees to let students have freedom to plan their time </li></ul></ul><ul><ul><li>Students agree to use the time responsibly </li></ul></ul><ul><ul><li>Guidelines for working are spelled out </li></ul></ul><ul><ul><li>Consequences for ineffective use of freedom are delineated </li></ul></ul><ul><ul><li>Signatures of the teacher, student and parent (if appropriate) are placed on the agreement </li></ul></ul>
    20. 20. FRIENDSHIPS Shape up! Reading Contract Choose an activity from each shape group. Cut out your three choices and glue them Below. You are responsible for finishing these activities by _________. Have fun! This contract belongs to _____________________________________
    21. 21. Make a poster advertising yourself as a good friend. Use words and pictures to help make people want to be your friend. Make sure your name is an important part of the poster Get with a friend and make a puppet show about a problem and the solution in your book Draw a picture of a problem in the story. Then use words to tell about the problem and how the characters solved their problem Make a two sided circle-rama. Use it to tell people what makes you a good friend. Use pictures and words and make sure your name is an important part of the display Get with a friend and act out a problem and its solution from your book Write a letter to one of the characters in your book. Tell them about a problem you have. Then have them write back with a solution to your problem. Make a mobile that shows what makes you a good friend. Use pictures and words to hang on your mobile. Write your name on the top of the mobile in beautiful letters. Meet with me and tell me about a problem and its solution from the story. Then tell me about a problem you have had and how you solved it Think about another problem one of the characters in your book might have. Write a new story for the book about the problem and tell how it was solved.
    22. 22. I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________
    23. 23. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__
    24. 24. Choice Boards
    25. 25. <ul><li>Entrée (Select One) </li></ul><ul><li>Draw a picture that shows what happens during photosynthesis. </li></ul><ul><li>Write two paragraphs about what happens during photosynthesis. </li></ul><ul><li>Create a rap that explains what happens during photosynthesis. </li></ul>Diner Menu – Photosynthesis <ul><li>Appetizer (Everyone Shares) </li></ul><ul><li>Write the chemical equation for photosynthesis. </li></ul><ul><li>Side Dishes (Select at Least Two) </li></ul><ul><li>Define respiration, in writing. </li></ul><ul><li>Compare photosynthesis to respiration using a Venn Diagram . </li></ul><ul><li>Write a journal entry from the point of view of a green plant. </li></ul><ul><li>With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. </li></ul><ul><li>Dessert (Optional) </li></ul><ul><li>Create a test to assess the teacher’s knowledge of photosynthesis. </li></ul>
    26. 26. Writing Bingo Try for one or more BINGOs this month. Remember, you must have a real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your writing goals and our class rubric to guide your work. Book Think Aloud Design for a web page Journal for a week Proposal to improve something Letter to your teacher Greeting card Instructions Poem Cartoon strip Advertisement Schedule for your work Grocery or shopping list Your choice Short story Newspaper article Interview Skit or scene Letter to a pen pal, friend, or relative Email request for information Invitation Rules for a game Directions to one place to another Letter to the editor Thank you note Recipe
    27. 27. RAFT Role, Audience, Format, Topic
    28. 28. RAFT <ul><li>Role : Who are you as the writer? Are you Abraham Lincoln? A warrior? A homeless person? An auto mechanic? The endangered snail darter? </li></ul><ul><li>Audience : To whom are you writing? Is your audience the American people? A friend? Your teacher? Readers of a newspaper? A local bank? </li></ul><ul><li>Format : What form will the writing take? Is it a letter? A classified ad? A speech? A poem? </li></ul><ul><li>Topic : What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging? </li></ul>
    29. 29. RAFT Activities Language Arts & Literature Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998 How to Get to Know Me Set of Directions Students in your class A word problem To Be Considered A Part of the Family Petition Whole Numbers Fractions If I Could Talk to You Now Full page Newspaper Ad Current Residents of Virginia Thomas Jefferson The Dream Revisited Speech TV audience of 2010 Martin Luther King Hitler is Dead Obituary Public Reporter Before It’s Too Late Paste Up “Ransom”Note John Q. Citizen Rain Forest To Maximize Product Life Owner’s Guide Owner Lung The Beauty of Cycles Advice Column Future Droplets Rain Drop A Few Things You Should Know Note hidden in a tree knot Tom Sawyer Huck Finn How our Language Defines Who We Are Op Ed Piece Public N.Y.Times I Wish You Really Understood Where I Belong Diary entry Middle Schoolers Semicolon Topic Format Audience Role
    30. 30. Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles. Watch out! I’m going to get you! Urgent Email Picnickers Mayonnaise in egg salad What to do with items from the refrigerator and freezer that have come to room temperature Consumer Alert messages for broadcast on TV Homeowners who have lost power for 3+ days due to hurricane or ice storm Power Company Consumer Relations Dept. Dangers of thawing meat out on a counter Role play or simulation Ground beef Bacteria Proper care of knives and cutting boards Illustrated Poster or Flow Diagram Restaurant workers National Restaurant Organization The importance of cleanliness and washing hands Jingle, rap, or chant Saturday morning viewers Cartoon characters Why foods like me (poultry) require special handling and care of utensils Dramatic speech Chefs in training Raw chicken pieces Topic Format Audience Role
    31. 31. Technologies to Consider <ul><li>WebQuest </li></ul><ul><ul><li>Allows for variation of content, process, product </li></ul></ul><ul><ul><li>Addresses readiness, interest, and learning style </li></ul></ul><ul><li>Web searching </li></ul><ul><ul><li>Allows for variation of content </li></ul></ul><ul><ul><li>Addresses readiness and interest </li></ul></ul><ul><li>InfOhio </li></ul><ul><ul><li>InfOhio’s Electronic Resources – variety of formats and levels </li></ul></ul><ul><ul><li>Allows for variation of content </li></ul></ul><ul><li>Graphic Organizers </li></ul><ul><ul><li>Allows for variation of learning style – visual learners </li></ul></ul><ul><ul><li>Can be used to assess readiness levels </li></ul></ul><ul><ul><li>Inspiration/Kidspiration </li></ul></ul><ul><li>Online rubrics </li></ul><ul><ul><li>Self assessment </li></ul></ul><ul><li>Word processing </li></ul><ul><ul><li>Allows for variation of Product (letters, essays, newsletter) </li></ul></ul><ul><li>Spreadsheets </li></ul><ul><ul><li>Allows for variation of Product (timeline, chart) </li></ul></ul>
    32. 32. WebQuests <ul><li>WebQuest Building Blocks </li></ul><ul><ul><li>Differentiate: </li></ul></ul><ul><ul><ul><li>Task – the end product </li></ul></ul></ul><ul><ul><ul><ul><li>Give choices </li></ul></ul></ul></ul><ul><ul><ul><li>Process – steps taken to complete the task </li></ul></ul></ul><ul><ul><ul><ul><li>Directions can be recorded, written, explained by peer or teacher </li></ul></ul></ul></ul><ul><ul><ul><li>Resources </li></ul></ul></ul><ul><ul><ul><ul><li>Provide resources that address different readiness levels </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Books, websites, podcasts </li></ul></ul></ul></ul></ul><ul><li>Examples </li></ul><ul><ul><li>Colonial American Art </li></ul></ul><ul><li>Quest Garden </li></ul>
    33. 33. Technologies to Consider continued <ul><li>Podcast – similar to a radio broadcast </li></ul><ul><ul><li>Allows for variation of content, process & product </li></ul></ul><ul><ul><li>Addresses readiness, interest & learning style </li></ul></ul><ul><ul><li>WillowWeb </li></ul></ul><ul><li>Blogs – similar to an empty book </li></ul><ul><ul><li>Allows for variation of content, process & product </li></ul></ul><ul><ul><li>Addresses readiness, interest & learning style </li></ul></ul><ul><ul><li>Getting started </li></ul></ul><ul><ul><li>edublog </li></ul></ul><ul><li>Wikis – free online writing space that is editable </li></ul><ul><ul><li>Allows for variation of content, process & product </li></ul></ul><ul><ul><li>Addresses readiness, interest & learning style </li></ul></ul><ul><ul><li>East Side Community School </li></ul></ul><ul><li>Video editing </li></ul><ul><ul><li>Allows for variation of product </li></ul></ul><ul><li>Photo editing </li></ul><ul><ul><li>Allows for variation of product </li></ul></ul><ul><ul><li>Digital Scrapbooking class (lesson ideas & sample products) </li></ul></ul>
    34. 34. Resources for Differentiating Instruction <ul><li>Online Resources </li></ul><ul><li>Different Strokes for Little Folks </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Differentiating the Learning Environment </li></ul><ul><li>What is Differentiated Instruction? </li></ul><ul><li>Technology and Multiple Intelligence </li></ul><ul><li>Lakeland Schools: Using Technology to Differentiate Instruction </li></ul><ul><li>Enhance Learning with Technology </li></ul><ul><li>Print Resources </li></ul><ul><li>The Differentiated Classroom: Responding to the Needs of All Learners </li></ul><ul><li>Fulfilling the Promise of the Differentiated Classroom </li></ul>
    35. 35. Resources for Differentiating Instruction Continued <ul><li>Video </li></ul><ul><li>ASCD (Association for School and Curriculum Development) </li></ul><ul><ul><li>Has many resources but are expensive </li></ul></ul><ul><ul><li>Video collection on DI should be available through your county ESC </li></ul></ul>
    36. 36. ITSCO’s Online Classes <ul><li> </li></ul>
    37. 37. 3-2-1 Exit Card <ul><li>Identify 3 things you learned about Differentiated Instruction. </li></ul><ul><li>Identify 2 ways you might begin or continue differentiating instruction in your own classroom. </li></ul><ul><li>Identify 1 question you still have about Differentiated Instruction. </li></ul>
    38. 38. Questions <ul><li>Alexa Stazenski </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul>