This document provides an overview of Module Three which focuses on rethinking instructional practices through integrating technology. The objectives are to re-examine practices in light of student engagement/success, use technology as the cornerstone for revising differentiation, behavior management, and engagement. It then reviews differentiation, classroom management, and student engagement. It provides definitions and strategies for each, emphasizing how technology could enhance instruction and learning for differentiation, management, and engagement. Participants are asked to re-engineer a lesson, considering these areas and how technology could further support instruction and student learning.

1. Module Three
Welcome and Overview

2. RETHINIKING INSTRUCTIONAL PRACTICE
A Fresh Look at Technology Integration

3. Objectives
⦿ Re-examine instructional practices in light of
your experience, student engagement, and
student success
⦿ Use technology as the cornerstone for
revisioning of differentiation of instruction,
behavior management, and student engagement
⦿ Consider high leverage teaching practices,
infusing technology to improve student
achievement
⦿ Analyze instructional practice to include student
use of appropriate technology

4. Quick Review!
⦿ Differentiation
⦿ Classroom Management
⦿ Student Engagement

5. What is Differentiated Instruction?
⦿ Adjusting the curriculum, teaching
strategies, and classroom environment
to better meet the needs of all students
⦿ In a differentiated classroom:
● Student differences shape the curriculum
● Pre-assessment is typical and frequent
● Multiple options for students are offered
● There is variable pacing
● Varied grading criteria are used
● Individual efforts and growth are honored
from How to Differentiate Mixed-Ability Classrooms by Carol-Ann Tomlinson

6. adapted from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

7. How do I differentiate?
⦿ First, you will need to determine…
● Student Readiness (Growth!)
○ Skill Level and Background Knowledge
○ Are tasks a close match for their skills?
● Student Interest (Motivation!)
○ Attitude and Engagement
○ Do tasks ignite curiosity and passion?
● Student Learning Profiles (Efficiency!)
○ Processing Information
○ Does the assignment require students to work in
a preferred manner?

8. What do I differentiate?
⦿ Content
● The “what” of teaching
● Topics, concepts, themes presented to students
● Concentrate on the most essential understandings,
concepts, and skills
● Vary the complexity of learning, including materials
(fiction, nonfiction, media, primary sources)
From Differentiating Instruction in the Regular Classroom by Diana Heacox

9. What do I differentiate?
⦿ Process
● The “how” of teaching
● Ways in which students make sense of content
● Add greater complexity or abstractness to tasks
● Engage students in critical and creative thinking
● Increase the variety of ways in which you ask
them to learn

10. What do I differentiate?
⦿ Product
● The end results of learning
● Plan units that reflect many ways to
represent learning
● Think: voice and choice, menus, rubrics,
tiered products

11. How do I get started?
Adjusting Questions Think Dots
Digital Tools Tic-Tac-Toe
Choice Boards Tiered Instruction
Compacting Layered Curriculum (A,B,C)
Cubing Facts and Puzzle Cards
Webquests Jigsaw
Flexible Grouping Document Based Questions
Graphic Organizers Varied Resources and Texts
Highlighted Texts Anchor Activities
Problem-Based Learning Independent Study
Learning Centers Project-Based Learning
Multiple Entry Journals Enrichment Clusters
RAFT (role, audience, format, topic) Literature Circles

12. Resources for Differentiation
⦿ Tools for Differentiation
http://toolsfordifferentiation.pbworks.com
/w/page/22360094/FrontPage
⦿ Differentiating Instruction: Meeting
Students Where They Are
http://www.glencoe.com/sec/teachingtod
ay/subject/di_meeting.phtml
⦿ WebQuests: Tools for Differentiation
http://daretodifferentiate.wikispaces.com
/file/view/96.pdf

13. Think, Pair, Share
What technology could be used to
enhance instruction and learning
regarding differentiation?

14. Definitions of Classroom Management
⦿ The process of ensuring that lessons run smoothly
⦿ The prevention of disruptive behavior
⦿ The process of managing behaviors
⦿ Designing an activity, monitoring it, and following up
⦿ Both the tangible and intangible techniques we use
to engage students and keep them engaged
KEY: Classroom management is more than just
managing student behavior.

15. 5 R’s for Successful Classroom
Management
⦿ Relationships
⦿ Routines and Procedures
⦿ Relevance and Expectations
⦿ Room Arrangement
⦿ Reinforcements

16. Think Back to Daniel Pink in Module 1…
⦿ How have you applied Daniel Pink’s
three dimensions of intrinsic motivation
to your classroom?
● Autonomy
● Mastery
● Purpose

17. Resources for Classroom Management
⦿ http://www.apa.org/education/k12/classro
om-mgmt.aspx
⦿ An Interpersonal Approach to Classroom
Management, Davis, Summers & Miller
⦿ http://www.ascd.org/publications/educati
onal-leadership/sept03/vol61/num01/The-
Key-to-Classroom-Management.aspx

18. Think, Pair, Share
What technology could be used to
enhance instruction and learning
regarding classroom
management?

19. Student Engagement
⦿ Daniel Pink’s To Sell is Human
●Attunement
●Buoyancy
●Clarity

20. Student Engagement
⦿ Daniel Pink’s To Sell is Human
●Attunement - How do you make yourself
aware of students’ interests and needs?
●Buoyancy
●Clarity

21. Student Engagement
⦿ Daniel Pink’s To Sell is Human
●Attunement - How do you make yourself
aware of students’ interests and needs?
●Buoyancy - How do you (and your students)
cope with failure?
●Clarity

22. Student Engagement
⦿ Daniel Pink’s To Sell is Human
●Attunement - How do you make yourself
aware of students’ interests and needs?
●Buoyancy - How do you (and your students)
cope with failure?
●Clarity - What strategies do you use to
ensure clear objectives and instruction?

23. Student Engagement
⦿ ICAP student engagement framework (Chi, 2014)
●interactive learning
●constructive learning
●active learning
●passive learning
I > C > A > P
In other words, students are more engaged and learn more
through interactive learning than through constructive
learning, and more so than through active learning
or through passive learning

24. Student Engagement
⦿ ICAP student engagement framework
●passive learning-
○student are oriented towards instruction
○information is received by learners
○examples - paying attention to a lecture,
watching a video, listening to a read aloud

25. Student Engagement
⦿ ICAP student engagement framework
● active learning -
○students are oriented to instruction
○engagement involves physical interaction
and manipulation
○examples - underlining and highlighting
as one reads, modeling a given math
problem, following prescribed science labs

26. Student Engagement
⦿ ICAP student engagement framework
● constructive learning -
○students generate products beyond
information given
○students create ‘new’ outputs
○examples - taking notes,
comparing/contrasting, integrating arts,
drawing conclusions, self-explaining

27. Student Engagement
⦿ ICAP student engagement framework
● interactive learning
○dialog between or among partners in
which: 1) each partner’s contributions are
constructive and 2) sufficient turn-taking
occurs.
○examples - team projects, constructive
controversy, googledoc collaborations,
adaptive learning/teaching apps, debate

28. Student Engagement
⦿ ICAP student engagement framework
●interactive learning
●constructive learning
●active learning
●passive learning
I > C > A > P
In other words, students are more engaged and learn more
through interactive learning than through constructive
learning, than through active learning than through passive
learning

29. Think, Pair, Share
What technology could be used to
enhance instruction and learning
regarding student engagement?

30. Resources for student engagement
⦿ Pink, D.H. (2012). To Sell is Human.
Penguin.
⦿ Chi, M. T., & Wylie, R. (2014). The ICAP
Framework: Linking Cognitive Engagement
to Active Learning Outcomes. Educational
Psychologist, 49(4), 219-243.
⦿ http://www.ascd.org/publications/educati
onal-
leadership/sept95/vol53/num01/Strengthe
ning-Student-Engagement@-What-Do-
Students-Want.aspx

31. Re-engineering a Lesson
You brought a lesson with you today that did not
go ‘as planned.’ Take some time to analyze your
lesson through the lenses of differentiation,
behavior management and student engagement.
⦿ What went well?
⦿At what point did the lesson veer from what you
had expected?
⦿ Which lens helps you explain the discrepancies?
Prepare to re-engineer your lesson plan!

32. Re-engineering a Lesson
⦿ Rewrite one or more parts of your lesson plan,
with changes regarding differentiation, classroom
management and/or student engagement in
mind.
⦿ Consider what technology could do for you…
● How could you use technology to enhance
instruction?
● How could students use technology to enhance
their learning?

33. • All images copyright “Microsoft Clip Art
Gallery”. All rights reserved.
BT Matters is a grant program made possible by:
• The Institute for Emerging Issues
http://iei.ncus.edu
• NC State Employees Credit Union
http://www.ncsecu.org
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