Digital Technology To Support Diff


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Digital Technology To Support Diff

  1. 1. Technology Resources to Support Differentiation Dr. Jann Leppien University of Great Falls [email_address] I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin as “Edith Ann”
  2. 2. Workshop Agenda <ul><li>How Technology Supports Literacy Development </li></ul><ul><li>Resources to Support 5 Literacy Areas </li></ul><ul><li>Finding Alternative Lessons Using Professional Organizations </li></ul><ul><li>Think Like an Ologist-Process Support Tools </li></ul><ul><li>Graphic Organizers </li></ul><ul><li>Assessment Protocols </li></ul><ul><li>Telecollaborative Projects </li></ul><ul><li>Webquests </li></ul>
  3. 3. Technology and Literacy <ul><li>Provides students with opportunities to share experiences with other students </li></ul><ul><li>Assists teachers in locating curricular experiences to attend to student interest, readiness, and learning preference </li></ul><ul><li>Extends the application of lessons to real world </li></ul><ul><li>Simulates problem solving used by scientists, mathematician, etc. </li></ul><ul><li>Enhances text-based curriculum </li></ul><ul><li>Engages students in process-application activities </li></ul>
  4. 4. <ul><li>Find sources of information that are appropriate for students who may have difficulty reading. Some examples are visitations, interviews, photographs, pictorial histories, films, lectures, or experimentation. Remember, these children do not want the curriculum to be less challenging or demanding. Rather, they need alternative ways to receive the information. </li></ul><ul><li>Provide advanced organizers to help students receive and communicate information. Students who have difficulty organizing and managing time also benefit from receiving outlines of class lectures, study guides, and a syllabus of topics to be covered. Teach students who have difficulty transferring ideas to a sequential format on paper to use brainstorming and webbing to generate outlines and organize written work. </li></ul><ul><li>Provide management plans in which tasks are listed sequentially with target dates for completion. Finally, provide a structure or visual format to guide the finished product. A sketch of an essay or science project board will enable these students to produce a well-organized product. </li></ul>STRATEGIES
  5. 5. <ul><li>Use technology to promote productivity . Technology has provided efficient means to organize and access information, increase accuracy in mathematics and spelling, and enhance the visual quality of the finished product. In short, it allows students with learning disabilities to hand in work of which they can feel proud. </li></ul><ul><li>Offer a variety of options for communication of ideas . Writing is not the only way to communicate; all learning can be expressed and applied in a variety of modes. Slides, models, speeches, mime, murals, and film productions are examples. Remember, however, to offer these options to all children. Alternate modes should be the rule rather than the exception. </li></ul><ul><li>Help students who have problems in short-term memory develop strategies for remembering. The use of mnemonics, especially those created by students themselves, is one effective strategy to enhance memory. Visualization techniques have also proved to be effective. </li></ul>STRATEGIES
  6. 6. APA:Learner-Centered Psychological Principles <ul><li>The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. </li></ul><ul><li>The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge . </li></ul><ul><li>The successful learner can link new information with existing knowledge in meaningful ways. </li></ul><ul><li>The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. </li></ul><ul><li>Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. </li></ul><ul><li>Learning is influenced by environmental factors, including culture, technology, and instructional practices . </li></ul>Cognitive and Metacognitive Factors
  7. 7. APA:Learner-Centered Psychological Principles <ul><li>What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influences by the individual’s emotional states, beliefs, interests and goals, and habits of thinking. </li></ul><ul><li>The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn . Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. </li></ul><ul><li>Acquisition of complex knowledge and skills requires extended learner effort and guided practice . Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion. </li></ul>Motivational and Affective Factors
  8. 8. APA:Learner-Centered Psychological Principles <ul><li>As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. </li></ul><ul><li>Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. </li></ul>Developmental and Social
  9. 9. APA:Learner-Centered Psychological Principles <ul><li>Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. </li></ul><ul><li>Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account . </li></ul><ul><li>Setting appropriately high and challenging standards and assessing the learner as well as learning progress--including diagnostic, process, and outcome assessment--are integral parts of the learning process. </li></ul>Individual Differences
  10. 10. Phonemic Awareness Starfall PbsKids: Visual Sound Correlation First Grade Skill Reinforcement BBC Schools TV Series Phonics Through Literature
  11. 11. Vocabulary Activities Word of the Day Clifford Interactive Stories
  12. 12. Text Comprehension Story Builders Book Reviews Wacky Web Tales Discussion Tools
  13. 13. Lessons and Resources Read-Write-Think [email_address] Microsoft Education: Lesson Plans GradeOne Central
  14. 14. Student Tools Kid Publishing The Biography Maker The Young Writer’s Club The MidLink Magazine The World of Reading
  15. 15. Communication Tools ePals Mosaic Listserve
  16. 16. Research and Reference Tools Research It! Noodle Tools Ask An Expert Word Central
  17. 17. Literacy Tools Ebooks Tumblebooks Microsoft ebook Reader Finding eBooks Story Place University of Virginia
  18. 18. Fluency Virtual Book Club Reader’s Theatre: Aaron Shepard Dictionary Toolbar
  19. 19. Content Area Literacy SCORE Strategies Literacy Matters Instructional Strategies Resource Reading Online Misunderstood Minds Literature Circles Resource Center
  20. 20. Content Area Literacy Strengthening Reading and Writing Using Technology Best Practices TextAnalyzer Tools for Reading, Writing, and Thinking-Greece NY
  21. 21. Math Tools FigureThis! Cool Math A Plus Math Count On
  22. 22. Math Tools Create a Graph National Library of Virtual Manipulatives Math Forum
  23. 23. Java Programs,ALL,ALL,ALL/
  24. 24. Create Your Own Surveys <ul><li>SurveyMonkey </li></ul><ul><li>This software allows you to design professional online surveys. </li></ul><ul><li> </li></ul>
  25. 25. Differentiating the Content:Finding Alternative Lessons Using Professional Organizations NSTA National Science Teachers Association
  26. 26. Differentiating the Content: Finding Alternative Lessons National Geographic X PEDITIONS
  27. 27. Differentiating Content and Process
  28. 28. Differentiating the Content: Finding Alternative Lessons
  29. 29. Mathematics, Science, History/Social Studies, Language Arts Differentiating the Content: Finding Alternative Lessons EyeWitness to History Jann’s Sites to Support Differentiation
  30. 30. Primary Sources and Document-Based Questions Document-Based Questions Teaching US History Teaching with Primary Sources
  31. 31. Digital Support Online Children’s Stories The Collaboratory Project
  32. 32. Thinking Like Ologists / Folklife and Fieldwork /
  33. 33. The Story of Our Lives Mathematical Tools Becoming Human Thinking Like Ologists
  34. 34. Thinking Like Ologists StatsCenter Sampler
  35. 35. Thinking Like Ologists
  36. 36. On-Line Tools The Pilgrim Story,1871,2486-196464-2-51602,00.html
  37. 37. On-Line Tools Technology and Learning Support Services United Streaming
  38. 38. Research Support Online experiments in mechanics, density, genetics, etc. A Hotlist on Research
  39. 39. Varying the Product: Real World Applications Montana Heritage Project
  40. 40. The Art of Digital Storytelling “Digital storytelling takes the ancient art of oral storytelling and engages a palette of technical tools to weave personal tales using images, graphics, music, and sound mixed together with author’s own story voice.” Bernajean Porter DigiTales: The Art of Telling Digital Stories Electronic Text Center
  41. 41. Differentiating the Process: Graphic Organizers <ul><li>A graphic organizer forms a powerful visual picture of information and allows the mind to see patterns and relationships. </li></ul>
  42. 42. Ocean Beach Elementary School Download graphic organizers and keep them in a file for student use. Graphic organizers can be extended to make them more complex. On this graphic organizer have some students justify their selections and provide evidence of how these events have shaped our lives today. Tools for Writing and Reading ReadingQuest
  43. 43. Assessment Resources Classroom Assessment Techniques Alaska Department of Education Assessment Strategies and Definitions Ongoing Assessment Strategies Montgomery County Public Schools Exemplars Math Performance Tasks
  44. 44. Assessment Protocols Six Trait Writing Assessment Math and Science Education Center Chicago Public Schools
  45. 45. Differentiating the Content and Process What is a Telecollaborative Project? A telecollaborative project is an educational project that involves sharing information with another person or group of people over the internet. Telecollaborative projects range from setting up simple keypal relationships between your students and another class to involving many classrooms and experts from around the world in an information-gathering project that requires a collaborative effort. IECC (Intercultural Email Classroom Connections) connects educators seeking classroom collaboration worldwide.
  46. 46. Telecollaborative Projects Classroom FeederWatch Blue Web’N
  47. 47. Collaborative Projects Global Schoolhouse
  48. 48. WebQuests <ul><li>A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation. The model was developed in the early 1995 at San Diego State University by Bernie Dodge with Tom March. </li></ul>
  49. 49. A WebQuest About WebQuests <ul><li>Click on the site below to participate in a WebQuest About WebQuests. Work in teams of four to examine five WebQuests from four different points of view. Select the grade level most appropriate for the grade you teach. </li></ul><ul><li> </li></ul>
  50. 50. Differentiating the Content, Process, and Product Uses of WebQuests Learning Center Activities Hook the computer up to your TV to use as a station. Find WebQuests that help students process the “Big Ideas” in your curricular unit. Tiered Assignments Locate 3 different WebQuests at varying levels of complexity that help students apply the unit’s skills or ideas. Anchor Activity for Research Create your own Filamentality site to assist students in carrying out their research.
  51. 51. What Makes an Ideal WebQuest? <ul><li>An ideal WebQuest </li></ul><ul><li>would have (among </li></ul><ul><li>other things) these </li></ul><ul><li>qualities: </li></ul><ul><li>1. Links are all working and up to date. </li></ul><ul><li>2. Pages are attractively laid out and free of spelling, grammar and technical errors. </li></ul><ul><li>3. The Task is engaging and requires higher level thinking. </li></ul><ul><li>4. What is learned aligns well with your standards. </li></ul><ul><li>5. The readability level and tone matches well with your students. </li></ul>
  52. 52. The Power of WebQuests According to Bernie Dodge (1997), a WebQuest is an inquiry-oriented activity in which students interact with information gleaned primarily from resources on the Internet. Check out the digital dozen and Filamentality
  53. 53. Bones and the Badge Webquest Webquest Design Patterns
  54. 54. A Creative Encounter of the Numerical Kind Other Webquests Romeo and Juliet Webquest
  55. 55. Other WebQuests to Explore
  56. 56. Searching for Existing WebQuests <ul><li>Where do you find good </li></ul><ul><li>WebQuests? Stop by the matrix </li></ul><ul><li>of examples on the SDSU </li></ul><ul><li>WebQuests site. Try it now. </li></ul><ul><li> </li></ul>
  57. 57. Advanced Searching for Existing WebQuests <ul><li>Tighten your search by clicking on the Advanced Search on Google. </li></ul><ul><li> </li></ul>
  58. 58. The WebQuest Design Process <ul><li>Analyze these design patterns to help you select </li></ul><ul><li>the type of activity that you are trying to create. </li></ul><ul><li> </li></ul><ul><li>Use this site to design your own WebQuests. </li></ul><ul><li> </li></ul>
  59. 59. What is Filamentality??? Filamentality is a fill-in-the-blank interactive website that guides you through picking a topic, searching the web, gathering good Internet sites, and turning web resources into activities appropriate for learners. It helps you combine the Filaments of the web with a learner’s mentality. Filamentality helps you spin pieces of the Web to design your own learning activities.
  60. 60. Activity Formats
  61. 61. Hotlist <ul><li>Hotlist : The first step in using the power of the Internet for learning is linking to the sites that you find most useful. Doing this will save your learners hours of aimless searching (not an efficient use of class time). </li></ul><ul><li>Example:China on the Net </li></ul><ul><li> </li></ul>
  62. 62. Scrapbook <ul><ul><ul><li>Scrapbook : If learners already have a general understanding of the subject (i.e., they've done some preliminary learning in class or with traditional resources), you might want their first web-based activity to be the exploration of a Multimedia Scrapbook. This format allows learners to dig through a collection of Internet sites organized around specific categories such as, photographs, maps, stories, facts, quotations, sound clips, videos, virtual reality tours, etc. Learners use the Scrapbook to find aspects of the broader topic that they feel are important. They download or copy and paste these scraps into a variety of formats: newsletter, desktop slide presentation, collage, bulletin board, Hyper Studio stack, or web page. By allowing students to &quot;find themselves&quot; in their interests (sparked by the web resources they encounter), the Multimedia Scrapbook offers a more open, student-centered approach. </li></ul></ul></ul><ul><ul><ul><li>Dinosaur Hunter's Scrapbook </li></ul></ul></ul>
  63. 63. Treasure Hunt <ul><ul><ul><li>Treasure Hunt : To develop solid knowledge on a subject, you can create Treasure Hunts. The basic strategy is to find web pages that hold information (text, graphic, sound, video, etc.) that you feel is essential to understanding the topic. After you've gathered these links, you are then prompted by Filamentality to pose one key question for each web resource you've linked to. A smartly designed Treasure Hunt can go far beyond finding unrelated nuggets of knowledge. By choosing questions that define the scope or parameters of the topic, students discover the answers and tap into a deeper vein of thought--one that now stakes out the dimensions or schema of the domain being studied. </li></ul></ul></ul><ul><ul><ul><li>Black History Past to Present </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
  64. 64. Subject Sampler <ul><ul><ul><li>Subject Sampler: Part of what makes the Internet so great is the quirky, passionate, real stuff that many people and organizations post there. You'll find things on the web that you'd never find on TV, newspapers, or magazines. Subject Samplers tap into this vibrant vein in order to connect students to the chosen topic. Subject Sampler present learners with a smaller number of intriguing web sites organized around a main topic. What makes this a particularly effective way to engage student buy-in is that first off, you've chosen web sites that offer something interesting to do, read, or see. Second, students are asked to respond to the web-based activities from a personal perspective. </li></ul></ul></ul><ul><ul><ul><li>Exploring Chinese Culture </li></ul></ul></ul>
  65. 65. WebQuest <ul><ul><ul><li>WebQuest: When it's time to go beyond learning facts and get into grayer, more challenging aspects of the topic, your students are ready to try a WebQuest. Basically, a WebQuest presents students with a challenging task, scenario, or problem to solve. It's best to choose aspects of a topic that are under dispute or that offer a couple different perspectives. Logistically, all students begin by learning some common background knowledge, then they divide into groups. In the groups each student or pair of students have a particular role, task, or perspective to master. They effectively become experts on one aspect of a topic. When the roles come together, students must synthesize their learning by completing a summarizing act such as e-mailing congressional representatives or presenting their interpretation to real world experts on the topic. </li></ul></ul></ul><ul><ul><ul><li>Look Who's Paying the Bill! </li></ul></ul></ul>
  66. 66. Knowledge Network Explorer <ul><li>Click here to locate Filamentality </li></ul><ul><li> </li></ul>
  67. 67. Steps for Creating a Filamentality Website <ul><li>Locate sites on the Internet that you can use for your Filamentality activity. </li></ul><ul><li>Open Word document and record the site location (URL), title, and a brief description. Find as many to complete this search. </li></ul><ul><li>Go to , scroll to middle of page and select, “Start a New Topic” and follow the directions. </li></ul>
  68. 68. ThinkQuests Of Mind and Matter: The Mystery of the Human Brain Peace Makers and Breakers Eduscape’s List of Webquests
  69. 69. Download the Presentation
  70. 70. Provide various options for intake of information <ul><li>Sound </li></ul><ul><ul><li>a text reader can help English language learners as well as students with visual difficulties. It would also be useful to regular Ed students with reading difficulties.  Read Please, a  text to speech program allows the reader to manipulate the size of the text and the reading speed. It can also read several languages. Download a free version of the text reader from </li></ul></ul>
  71. 71.
  72. 72. Search Engines <ul><li> </li></ul>