ASCD 2011


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  • Session Description: Discover how winning strategies in an online environment can be adapted to differentiate instruction in your classroom! A panel will demonstrate how web-based technology can make a difference for learners by facilitating alternative pacing and diverse tasks, varying degrees of scaffolding, multiple fluid instructional groups, and more.Deconstruct and explain how lessons and strategies fit within our differentiated instruction framework.
  • Multiple Means of Expression, Representation and Engagement21st century skills as a support multiple means
  • Multiple means of representation:How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.Multiple means of expression: Differentiate the ways that students can express what they know..Multiple means of engagement: Stimulate interest and motivation for learning
  • Learner Autonomy – Self Learning
  • communicate information and ideas effectively to multiple audiences using a variety of media and formats.Need to add here
  • Writing and Reflection
  • Foundations in Constructivist TheoryInquiry and Experiential Based
  • Background: I teach 4th and 5th Grades at Capistrano Connections Academy, a virtual public school. Our program follows the independent study model, using our learning management system to deliver content and track student progress. The methods of using technology and independent study can be applied in the virtual school setting as well as a traditional classroom to allow differentiation based on student needs, interests, and learning styles. I work with the gifted program in language arts, math, and science, but even among students who have been identified as gifted students have different learning needs and may excel in one content area but not another. I’d like to show you a math lesson and a science unit project to discuss some specific examples of using technology to provide individualized instruction for students.
  • When a student first enrolls…Enrollment: Placement looks at previous school records, math/la placement test results > teacher Startup taskswelcome callPLPPrevious school Experience NotesAcademic StrengthsOther StrengthsAcademic WeaknessesOther WeaknessesStudent InterestsLearning AttitudeLearning Style Questionnairegoalslearning style
  • Since the program I teach is a virtual, independent study program, all lesson plans are provided for students to follow independently. Consistent formatting and icon usage helps the students to follow their lessons with ease. Students have the benefit of following the material at their own pace, and can take the amount of time they require on each part of a lesson. Instructional videos are easily replayed if a student needs to review any material. This lesson is from the GT Math 4 or 5th grade math towards the end of the first semester. The objectives of the lesson are for students learn to identify and classify triangles and quadrilaterals. Course is self-paced, and self-directed, course tree, click to next page of lesson, each lesson has the same parts with icons at the top of the lesson window.
  • In additional to the math skills of identifying and classifying triangles and quadrilaterals, I also want my students to be addressing their 21st century skills of communication, writing/reflection, collaboration and networking, and self-learning.
  • Communication Skills using the LMS, explaining questions they have and their reasoning for their answers, phone call, ELL support: glossary terms pronounced aloud, instructional content in textbook and I text also presented visually and with sound. This can be used in a traditional classroom by designing self-guided lesson plan instructions having students read pages, view videos, complete projects, etc following a plan at their own pace. Questions can be addressed individually or in small groups. Technology tools to create self-guided lessons are: word documents, PowerPoint presentations, voice recorded PowerPoint presentations, Google documents, blogs, wikis, and free/open source learning management systems. We’ve started a wiki that has some online tools listed by subject matter area and specific use for you to access some additional tools later.
  • I hold some structured synchronous lessons, but the best format for help seems to be the individual webmails, phone calls, and what I call “Open LiveLesson sessions” where I am in my virtual classroom for an hour and students drop in to ask the questions they have and work through similar problems, rather than listening to a whole lesson they may have already gained partial or complete understanding of. I differentiate and help students master what they need individually through smaller tutoring sessions.Some unique factors to using a virtual classroom though are:the ability to poll and get a response from all students at the same timecan record the lesson for students who are absent, busy, etc. so this is always available to viewed againstudents can send private messages if they are afraid to ask questions in front of classcan use elaborate ppt presentations to show concepts (angles of triangle breaking apart to show adding up to 180 degrees. many of these techniques/tools can be incorporated into a traditional classroom to allow more individualization
  • can use elaborate ppt presentations to show concepts (angles of triangle breaking apart to show adding up to 180 degrees. )many of these techniques/tools can be incorporated into a traditional classroom to allow more individualization
  • Writing and Reflection email questions, short answer questions, assignments explaining answer, message board
  • Collaboration and Networking message board discussions, live sessions, peer tutoring, dimension M math virtual worldDimension M: Building on the problem solving skills of First in Math, we are piloting a program DimensionM to infuse STEM achievement with these 21st century skills.
  • Students need to be explicitly taught the 21st century skills. In the virtual independent study, 4th and 5th grade is when the students really can transition from being reliant on their “learning coaches” for tasks, and start being more self directed. They need to be shown and guided how to use the system, but then they can be responsible for their learning, completion of lesson parts, and asking questions they don’t understand. To me, there is no reason a student shouldn’t get a passing grade on an assignment – because if he or she is not understanding it she should know, and get help first. I work with my students individually to have this metacognition skill – or the ability to know what one knows. following instructions: doing the problems, watching videos, knowing when need to review or ask questions, additional practice in skills for success, skills tutor programs
  • To summarize, technology tools can be used to differentiate instruction in math……Textbook and itextoptions with animations/videos tap different learning styles. Can be revisited over and over again.Access to teacher through webmail, phone, and open tutoring sessions for individualized helpAdditional practice as necessary. eTools & Realia: using real objects for the examples of polygons (good for many learning styles and as ELL strategy),itext students can use tech tools to see polygonspeer tutoring: Fluid grouping: individual help, small group LLs, peer tutoring groups – helps the student who is explaining to solidify the concepts as well, and whole group lessons. Note about Pacing: Paulina is a 8 year old 4th grader who is working now on Pre-Algebra, the 7th grade math course – wouldn’t necessarily be able to do that without differentiating using technology, because of social reasons. Cambria, is a 4th grader in the same gifted language arts course as Paulina, but workging at 4th grade math.
  • BackgroundLong term science project taught during second semester through synchronous live sessions with adobe connect, message boards, and presented by students virtually. Students are 4th and 5th graders in gifted science course or science fair club. Project is self-paced, with provided timeline, and a few live sessions that are also recordedSkills hoped to teach:Science concepts of investigation and experimentation, independent/dependent variables, control, constants, scientific method AND 21st century skills of communication, writing/reflection, collaboration/networking, and self-learning.
  • Communication SkillsMessage board, emails, sending in drafts, phone, live session
  • Writing and ReflectionEmails, PowerPoint, Message Board, reflection assignment
  • Allowing students to submit the hypothesis, then proposal in word doc form is “working smarter” because it makes it easy to revise, and to add on with each step of the process. It also makes it easy for me to provide feedback. Some students need more specific feedback so I type right on their form to show them what I would like, others can use just the feedback from the rubric.
  • Collaboration and NetworkingMessage board discussions, Live sessions lessons, live presentations Google Doc to sign up for presentation times
  • Self-Learning Brain Pop Video, Hand outs, self-guided lessons, resourcesMessage Board discussions, resourcesLMS can be used even in a regular classroom to have one place to go to find instructions (won’t lose them), discussions, and links. There are lot of free resources for LMSs. (I can provide a pretty lengthy handout on some free and open source tools, and some not so free ones too). Data Table and Graph/Chart making in word, excel, and PPT.
  • Multiple modes of content (read, presentation, audio etc) Expression and Representation: project is chosen based on interest Student choice on project based on area of science interested in, and personal interests (with guidance and suggestions as needed)interests, as much support over phone/email as needed, lessons recorded on different project parts for repeated viewing, and pausing. Example: student interested in music is testing a hypothesis that a person who listens to classical music while reading a list of words will memorize more words than a person who listens to rap, country, or pop music while reading the same word list. Multiple modes of student products based on interest/ability Engagement:Students read lesson and guidelines at own pace (as many times as they’d like). Handouts were created by me for keeping track of steps and process. Live synchronous session where teacher goes over required elements, discusses topic options, etc. Brain Pop Video taps audio/visual learning stylesWebmail, phone, and open tutoring session availability for students to contact teacher for ideas, feedback, questions, etc. All students can earn full points on this assignment by submitting parts for review and making revisions based on feedback.
  • (maybe show as a brainstorm/web picture?)Problem SolvingBrain StormingReflectionResource SharingProject DevelopmentPeer Tutoring
  • EDTECH Website Moodle Course Site and News ForumEdtech Island in Second LifeFacebookTwitterCoolTeacher PodcastYouTube
  • And brainpop
  • M – math multiplayer game
  • Global SchoolNet's mission is to support 21st century learning and improve academic performance through content driven collaboration. We engage teachers and K-12 students in meaningful project learning exchanges worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding. 
  • As we explore research learners can post their findings on our citeulike or diigo site. Peer tutoring and feedback (students and teachers), student teachers, professional learning communities, community service
  • Technology is the medium for delivering instructionTechnology tools to follow Why the technology enables us to teach better than we could without the technology:Repetition: Students can re-read, re-listen, re-watch the content on their own as often as desired/needed.Individualization: Students get what they need (and not what they don’t). Time is used wisely. Pace: Students can read faster and go through problems without getting all content if they don’t need it, or they can take longer if they need it. Different method or format: We all benefit from a different style, or changing the method. We get tired of the same thing, and some times we just don’t understand it the way one person explains it or the way the book shows it. When we have the video and online tools to use, sometimes it clicks more. Metacognition: Students become self-disciplined and learn to understand if they have gained mastering and understanding of the material or not. If they have not mastered it, there is no point in moving on. We move from a goal of checking off lessons and moving through (with or without understanding) to a master approach. Motivating: Who doesn’t enjoy using their creativity, interests, and skills to produce with technology and use their technology? Endless options and opportunitiesStudents are less worried about peers online: example of my student David who is very shy and quiet in person, but through virtual sessions he was one of the most talkative students, and I actually had to limit his use of the microphone to allow other students to participate. Brainstorming, reflectionStudent-centered…
  • ASCD 2011

    1. 1. Using Technology to Differentiate Instruction:Lessons from Online Learning<br />ASCD March 2011<br />
    2. 2. Panel<br /><ul><li>Cindy Carbajal, Master Teacher, Capistrano Connections Academy
    3. 3. Barbara Frey, Consultant, Connections Academy
    4. 4. Kerry Rice, Ed. D. Boise State University </li></li></ul><li>Our Purpose Today<br /><ul><li>Define Differentiated Instruction
    5. 5. Review 21st Century Skills
    6. 6. Online Science and Math Strategies
    7. 7. Deconstruct Lessons
    8. 8. Cool Tools!
    9. 9. Discussion/Reflection/Take Aways</li></li></ul><li>Each Student Is a Unique Learner<br />
    10. 10. Know Your Student<br />
    11. 11. Plan Your Instruction<br />Multiple Means of Representation<br />Multiple Means of Expression<br />Multiple Means of Engagement<br />
    12. 12. 21st Century Skills<br /><br />
    13. 13. 21st Century Skills Learning and Innovation<br />
    14. 14. The ability and motivation to take responsibility for one's own learning.<br />Learner Autonomy<br />Supported through:<br />Scaffolding and careful guidance <br />Instructional learning aids <br />Modeling and prompting<br />Coaching strategies<br />Reflective thinking and problem solving<br />
    15. 15. Effective communication in today’s world requires more than the ability to read and write text<br />Communication Skills<br />Supported through:<br />Interaction with a variety of media and formats<br />Understand communication is more than reading and writing text<br />Multiple audiences<br />Multiple purposes<br />Multiple contexts<br />Managing communication channels<br />
    16. 16. Collaboration using technology increases achievement, promotes positive attitudes, promotes cognitive and social development, promotes positive relationships, and generally promotes positive effects on all types of students regardless of past performance or gender <br />Collaboration and Networking<br />Supported through:<br />Authentic projects and assessments<br />Role assignments<br />Teamwork<br />Peer review<br />Strategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)<br />
    17. 17. “Multiple models of composing and reflection operating simultaneously, each informed by new publication practices, new materials, and new vocabulary.” (A report from the National Council of Teachers of English)<br />Writing and Reflection<br />Supported through:<br />Self-monitoring and self-explanation<br />Meta cognition <br />Peer feedback<br />Reflective summaries <br />Journals<br />Learning logs and portfolios<br />
    18. 18. Now it’s your turn…<br />Share an example of a strategy you use to differentiate instruction in your classroom.<br />
    19. 19. Lessons <br />Student Profile<br />Skills Addressed<br />Tech Tools<br />Differentiation<br />
    20. 20. Student Profile<br />
    21. 21. Math: Lesson<br />
    22. 22. Math: Skills<br />
    23. 23. Communication Skills<br />Math<br />
    24. 24. Math<br />Communication Skills<br />
    25. 25. 55°<br />55°<br />Right Triangle<br />90°<br />90°<br />35°<br />35°<br />90°<br />55°<br />35°<br />All Triangles have 180°<br />Although there are many different types of triangles, the sum of their angles will always equal 180°.<br />35° + 90° + 55° = 180°<br />
    26. 26. Math<br />Writing and Reflection<br />
    27. 27. Math<br />Collaboration and Networking<br />
    28. 28. Math<br />Learner Autonomy<br />
    29. 29. Math: Differentiation<br />Multiple modes of representation, expression and engagement...<br />Textbook and itext<br />animations/videos <br />Individual access to teacher <br />webmail, phone, tutoring sessions <br />Self-paced lesson guides and instructions<br />eTools & Realia: using real objects for the examples of polygons <br />Peer Tutoring<br />
    30. 30. Science Lesson<br />
    31. 31. Science<br />Communication Skills<br />
    32. 32. Science<br />Writing and Reflection<br />
    33. 33.
    34. 34. Science<br />Collaboration and Networking<br />
    35. 35. Science<br />Learner Autonomy<br />
    36. 36. Science Differentiation<br />Multiple modes of representation, expression and engagement...<br />reading <br />presentation<br />audio<br />interest <br />choice<br />pacing <br />live sessions<br />interactive videos<br />
    37. 37. Cool tools!<br />
    38. 38. Community<br />
    39. 39. Multiple Forms of Representation and Expression<br />Communication Skills<br /><br />
    40. 40. Instructional Teaching Aids<br />Learner Autonomy<br />
    41. 41. Structured Learning Paths<br />Learner Autonomy<br />
    42. 42. Gaming<br />Learner Autonomy<br />
    43. 43. Project Management<br />Learner Autonomy<br />
    44. 44. Shared Knowledge<br />Collaboration and Networking<br />
    45. 45. Online Communities<br />Collaboration and Networking<br />
    46. 46. Resource Sharing<br />Collaboration and Networking<br />
    47. 47. Brainstorming<br />Collaboration and Networking<br />
    48. 48. Reflection<br />Writing and Reflection<br />
    49. 49. Writing and Reflection<br />“Our Environment” Wiki<br />“I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents...” <br />
    50. 50. How the technology enables us to teach better than we could without the technology??? <br />
    51. 51. Differentiate with Technology<br />Repetition<br />Individualization<br />Pace<br />Multiple representations<br />Metacognition<br />Motivation<br />Interests<br />Level playing field <br /><ul><li>Resource sharing
    52. 52. Collaborative knowledge construction
    53. 53. Participatory culture
    54. 54. Learning Styles</li></ul>Wiki link:<br />
    55. 55. How will technology change the way you teach?<br />Wiki link:<br />You are currently attending session 2252. Please visit to let us know how it went.<br />Barbara Frey<br />Connections Academy<br /><br />Cindy Carbajal<br />Capistrano Connections Academy<br /><br />Kerry Rice<br />Department of Educational Technology<br />Boise State University<br /><br />