Differentiated Instruction: An Overview Transparency 1 Differentiated Instruction An Overview.
Differentiated Instruction & Technology Use National Business Education Alliance.
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Transcript of Differentiated Instruction & Technology Use National Business Education Alliance.
Differentiated Differentiated InstructionInstruction
&&Technology UseTechnology Use
Differentiated Differentiated InstructionInstruction
&&Technology UseTechnology Use
National Business Education AllianceNational Business Education Alliance
Where’s the differentiation?Where’s the differentiation?Where’s the differentiation?Where’s the differentiation?
QuickTime™ and aCinepak decompressor
are needed to see this picture.
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
What do we know about What do we know about your classroom?your classroom?
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
• 4 - Strongly Agree4 - Strongly Agree• 3 - Agree3 - Agree• 2 - Disagree2 - Disagree• 1 - Strongly Disagree1 - Strongly Disagree
Regardless of the content, my teacher(s) Regardless of the content, my teacher(s) always pre-test us to determine what we always pre-test us to determine what we already know prior introducing any new already know prior introducing any new subject area.subject area.
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
• 4 - Strongly Agree4 - Strongly Agree• 3 - Agree3 - Agree• 2 - Disagree2 - Disagree• 1 - Strongly Disagree1 - Strongly Disagree
My teacher(s) frequently modify classroom My teacher(s) frequently modify classroom activities based on my outside interests.activities based on my outside interests.
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
• 4 - Strongly Agree4 - Strongly Agree• 3 - Agree3 - Agree• 2 - Disagree2 - Disagree• 1 - Strongly Disagree1 - Strongly Disagree
I always feel challenged in my classroom(s).I always feel challenged in my classroom(s).
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
• 4 - Strongly Agree4 - Strongly Agree• 3 - Agree3 - Agree• 2 - Disagree2 - Disagree• 1 - Strongly Disagree1 - Strongly Disagree
My teacher(s) always give(s) us options for My teacher(s) always give(s) us options for completing any assignment or project .completing any assignment or project .
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
• 4 - Strongly Agree4 - Strongly Agree• 3 - Agree3 - Agree• 2 - Disagree2 - Disagree• 1 - Strongly Disagree1 - Strongly Disagree
Besides my regular classroom work, I am Besides my regular classroom work, I am also assigned a long-term project in class also assigned a long-term project in class that I work on whenever possible .that I work on whenever possible .
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
DifferentiationDifferentiation
Score CardScore Card
16 - 20 points = Exceptional Differentiation16 - 20 points = Exceptional Differentiation
11 - 15 points = Moderate Differentiation11 - 15 points = Moderate Differentiation
10 - 14 points = Low Differentiation10 - 14 points = Low Differentiation
LoTi Framework: An Indicator LoTi Framework: An Indicator for Differentiation for Differentiation LoTi Framework: An Indicator LoTi Framework: An Indicator for Differentiation for Differentiation
• Level 0Level 0 - - NonuseNonuse• Level 1Level 1 - - AwarenessAwareness• Level 2Level 2 - - ExplorationExploration• Level 3Level 3 - - InfusionInfusion• Level 4aLevel 4a - - Integration (Mechanical)Integration (Mechanical)• Level 4bLevel 4b - - Integration (Routine)Integration (Routine)• Level 5Level 5 - - ExpansionExpansion• Level 6Level 6 - - RefinementRefinement
ExtremeExtremeDifferentiationDifferentiation
SimulationSimulation
ExtremeExtremeDifferentiationDifferentiation
SimulationSimulation
National Business Education AllianceNational Business Education Alliance
Differentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-Action
Pick a Course or Grade Level:Pick a Course or Grade Level:
Pick a Content Area:Pick a Content Area:
Identify Two Major TEKS relating to the Identify Two Major TEKS relating to the Content Area:Content Area:
Differentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-Action
Select a Bloom’s Level:Select a Bloom’s Level: 1. Application1. Application 2. Analysis2. Analysis 3. Synthesis3. Synthesis 4. Evaluation4. Evaluation
Differentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-Action
Select an Area of Student Interest:Select an Area of Student Interest: 1. Neighborhood1. Neighborhood 2. Environment2. Environment 3. Personal Improvement3. Personal Improvement 4. Survival4. Survival 5. Travel5. Travel 6. Family6. Family
Differentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-Action
Select a Learning Profile:Select a Learning Profile: 1. Linguistic1. Linguistic 2. Spatial2. Spatial 3. Bodily/Kinesthetic3. Bodily/Kinesthetic 4. Musical4. Musical 5. Interpersonal5. Interpersonal 6. Intrapersonal6. Intrapersonal
Case Study #3 Differentiation-in-ActionCase Study #3 Differentiation-in-ActionCase Study #3 Differentiation-in-ActionCase Study #3 Differentiation-in-Action
Select Two Technology Application TEKS:Select Two Technology Application TEKS: 1. Foundations: Demonstrate proficiency in using different 1. Foundations: Demonstrate proficiency in using different
input devices (e.g., D/V cameras, scanner, CD-ROM)input devices (e.g., D/V cameras, scanner, CD-ROM) 2. Information Acquisition: apply appropriate electronic 2. Information Acquisition: apply appropriate electronic
search strategies in the acquisition of informationsearch strategies in the acquisition of information 3. Solving Problems: demonstrate proficiency in the use of 3. Solving Problems: demonstrate proficiency in the use of
multimedia authoring programsmultimedia authoring programs 4. Solving Problems: Integrate two or more productivity tools 4. Solving Problems: Integrate two or more productivity tools
into a documentinto a document 5. Communication: demonstrate appropriate use of graphics, 5. Communication: demonstrate appropriate use of graphics,
fonts, etc. to communicate effectivelyfonts, etc. to communicate effectively
Differentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-Action
Design a Performance-based Task Design a Performance-based Task (Product) for a Classroom Based on (Product) for a Classroom Based on
Your Selected Variables….Your Selected Variables….
Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use
The mediocre teacher tells. The mediocre teacher tells. The good teacher explains. The good teacher explains.
The superior teacher The superior teacher demonstrates. The great demonstrates. The great
teacher inspires.teacher inspires.
William Arthur Ward William Arthur Ward