This document discusses differentiating instruction using instructional technology. It defines differentiated instruction as creating multiple paths for students of varying abilities and interests. This allows all students to effectively learn concepts in ways that are appropriate for their readiness levels. The document then discusses why instruction should be differentiated and why instructional technology can help engage today's students by meeting them at their level of learning and communication preferences. A variety of instructional strategies and technologies are suggested for differentiating instruction, such as tiering lessons, determining student readiness, and creating student-centered projects.

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DIFFERENTIATING
INSTRUCTION USING
INSTRUCTIONAL
TECHNOLOGY

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HTTP://WWW.YOUTUBE.COM/WATCH?
V=OS9GMUFF2UA&FEATURE=RELATED

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WHY DIFFERENTIATE
INSTRUCTION?

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WHAT IS DIFFERENTIATED
INSTRUCTION?
Differentiating instruction means creating
The Recognition of students'
involves providing students with different
multiple paths so that students of different
varying interests, or learning needs
background knowledge,
avenues to acquiring content; to processing,
abilities, or making sense of ideas; and to
constructing,
readiness,teaching appropriatethat allto in
language, preferences
experience equally materials so ways
developing
absorb, use,and interests; and learn
learning within a classroom can concepts
students develop and present reacting
effectively, regardless of differencesprocess. [
as a part of the daily learning in ability.
responsively.

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HJHJ
the process of “ensuring that what a student learns, how he/she learns
it, and how the student demonstrates what he/she has learned is a
match for that student’s readiness level, interests, and preferred mode
of learning”. ~Carol Ann Tomlinson
The perfect model of differentiated instruction rests upon an active,
student centered, meaning-making approach to teaching and learning.
The theoretical and philosophical influences embedded in differentiated
instruction support the three key elements of differentiated instruction
itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000).

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PHILOSOPHIES THAT SUPPORT DI
organize the standards as concept umbrellas, if you can help kids discover
patterns, answer essential questions, and organize their thinking, then it's
more likely that the standards will be useful instead of defeating.“ ~Carol
Ann Tomlinson

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Research indicates that many of the
“
emotional or social difficulties gifted
students experience disappear when
their educational climates are adapted
to their level and pace of learning."

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Differentiation in education can also include how a
student shows that they have mastery of a concept. This
could be through a research paper, role play, podcast,
diagram, poster, etc. The key to differentiation is finding
how your students learn and displays their learning that
meets their specific needs.

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WHY UTILIZE
INSTRUCTIONAL
TECHNOLOGY?

10. Due to the ARE TODAY’Shasof technology, this ETHNICITY AND
Diversity in learning styles
NOT ONLY advancement
always existed, however “the arrival and rapid
LEARNERS DIVERSE IN generation of
learners increased distinguishable differences indecades of the havecentury” they
dissemination of digital technology in the last
further will face challenges in the DIVERSE IN styles 20th theSTYLES
SOCIO CULTURAL STATUS; THEY ARE workplace that
learning
LEARNING
and never has
ways
AND ABILITIES AS WELL (KUZMESKUS, 1996).
been faced before (Prensky, 2006).
must be accommodated (Prensky 2001, p.1).
Benjamin Franklin was even quoted as saying “"Tell me and I
forget, show me and I may remember, involve me and I learn."

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EDUCATIONAL
PHILOSOPHIES/LEARNING
THEORIES
Philosophies
Learning Theories
(Constructivism)
(Experiential Learning)
(Constructionism)

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IF A STUDENT IS ABLE TO PERFORM IN A PROBLEM
SOLVING SITUATION, A MEANINGFUL LEARNING
SHOULD THEN OCCUR BECAUSE HE HAS
CONSTRUCTED AN INTERPRETATION OF HOW
THINGS WORK USING PREEXISTING STRUCTURES.
THIS IS THE THEORY BEHIND CONSTRUCTIVISM. BY
CREATING A PERSONAL INTERPRETATION OF
EXTERNAL IDEAS AND EXPERIENCES,
CONSTRUCTIVISM ALLOWS STUDENTS THE ABILITY
TO UNDERSTAND HOW IDEAS CAN RELATE TO EACH
OTHER AND PREEXISTING KNOWLEDGE (JANET
DRAPIKOWSKI,PERSONALCOMMUNICATION).

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“…if we teach today as we taught yesterday, we
rob our children of tomorrow. ~John Dewey
RJM

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WHY ARE WE TEACHING TODAY’S GENERATION….

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THE SAME WAY THIS GENERATION WAS TAUGHT?

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WE MUST ENGAGE THEM AND MAKE THEM EXCITED
ABOUT LEARNING.

17. Now we know why……..
Let’s talk about who we are
teaching.

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WHO IS GEN Y?
A generation of
alter egos known as avatars.
A generation that gets today’s news
from an IPOD.

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A generation that
does not remember a
time before cell
phones
A generation that
says; tell me what to
do and let me do it.

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WHY ARE THEY SO DISENGAGED?……….

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TECHNOLOGY HAS BEEN A PART OF OUR STUDENTS LIVES SINCE
BIRTH,
AS A RESULT THEY PROCESS INFORMATION DIFFERENTLY. ……

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They relate differently…..
Communicating = IM’s and text messaging
Sharing= Blogs, MySpace
Buying & Selling= E-Bay, Craigslist
Learning= Wikipedia, You Tube,
Meeting= Second Life
Playing= Rock Band, Halo, RPG games
Exercise= Dance Dance Revolution

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STATISTICS SHOW……..
The average teen is engaged willingly in 44 1/2 hours of media a week.
Teens download 2 billion ring tones per year.
They also send over 250,000 emails and text messages per year.

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“You
WILL
Learn!”
THE OLD WAYS WILL NOT WORK ANYMORE! © 2008 MARC PRENSKY

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They Have to
WANT
To Learn

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HOW???????

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WE USE TOOLS THEY CAN RELATE TO AND WE MUST ACCEPT…….
We are no longer the “givers of knowledge”
We are now the facilitators of their learning.
They are not students, but researchers, we are
research developers.

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WE MUST ENGAGE THEM AT THEIR LEVEL

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WE ARE NO LONGER PREPARING THEM FOR THIS WORLD

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WE MUST HAVE STUDENTS ENGAGED IN LEARNING
Investigati
ng
Sharing
Ideas
Creating

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ALLOW THEM TO FUNCTION IN A WORLD THEY UNDERSTAND

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ATTENTION DEFICIT OR
DISENGAGEMENT
Students today suffer from
They say Nationally, 1.6 to 2 million
people have been diagnosed with ADD
E.D.D. (Educational
and ADHD. that students today do not
Disengagement Disorder)~ Rachel
I feel strongly
http://www.dailyprincetonian.com/2004/10/20/11159/
suffer from A.D.D. (Attention Deficit
Mercer
Disorder)……… as
As much

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A.D.D OR E.D.D
THERE’S A DIFFERENCE

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HOW TO DIFFERENTIATE INSTRUCTION
Tiering Lessons- based on
predetermined ability:
•(ex.) ask lower performing students to
prepare an article, while more advanced
students prepare a debate to present in
front of the class.

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DIFFERENTIATION OF
INSTRUCTION OCCURS IN:
Content
Process
Product
Throughout this process be sure you are speaking to them in the same language
they will be tested in. (LB)

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FIRST STEP- DETERMINE READINESS
Readiness: explores the basic
knowledge, understanding, and
skill a student has~(Tomlinson &
McTighe, 2006).

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HOW DO WE DETERMINE READINESS
The obvious answer is evaluation.
WHAT IS A GOOD EVALUATION?
ActiVote/Expression (or other learner response system)
Begin each unit with a discussion posted on Haiku (or website, or other learning management
system). Set the question 5 – 7 days prior to discussion. (Sample)
Socratic Questioning Session/Strategic Questioning Session based on a predetermined
discussion question.
Samples

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ONCE YOU HAVE DETERMINED READINESS/ABILITY LEVELS
Plan Lessons Accordingly
Sample of Proficient Sample of Advanced
SAMPLE OF BASIC Assignment Assignment
ASSIGNMENT
Haiku- Sample

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IDEAS:

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TOOLS TO USE
ActiVotes/Expressions
Online articles that require comments from student (Haiku)
WebQuests (Sample)
Tiered Presentations:
Power Point (Basic Sample) ,(Prof. Sample)
iMovie Projects
Movie Maker Projects
Screen Casting
Voki
Muvizu

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SUGGESTED USES OF TECHNOLOGY
ActivExpressions-leveled self paced assessments.
Haiku-Leveled Haiku assessments
Use for both pre and post assessments

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SUGGESTED USES OF TOOLS
WebQuests:
Wikis
Blogging
PodCasts
Leveled Tasks-
http://www.edtechmagazine.com/k12/lessonplans

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WHAT IS OUR DIRECTION?
To Create Classrooms that are:
3 Student Centered
3 Project Based
3 Teacher Facilitated
3 Student-Directed

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WHAT WILL THIS DO FOR
OUR SCHOOL?
 Create classes that students are excited about
going to
 Teach students how to be lifelong learners
 Teach students to work collaboratively

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First we must recognize…

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OUR STUDENTS COME TO US
FUNCTIONING AT DIFFERENT
READINESS LEVELS WITH
VARYING INTERESTS!

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We Must Remember Why We
Chose Education

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We are passionate about the growth
and success of the next generation.

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We want to make a difference!

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WE MUST LISTEN TO WHAT
OUR STUDENTS ARE SAYING!

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ENGAGE ME OR ENRAGE ME~
Dr. Kip Leland LAUSD LAVA

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SAMPLES OF INSTRUCTIONAL
TECHNOLOGY STUDENT
CENTERED PROJECTS
• Student Created Tutorials
• 1 2 3
• Student Created Projects
• 1 2 3