Exploring Apps for Differentiated Instruction

Courtney Fisher, MATZachary Binkerd, MAT

Julia Barrett, MATEric Weinbender, MAT

Anita Zijdemans Boudreau, PhD

School of Learning & TeachingOTEN 2016

Abstract

This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.

Agenda

Introduction: context & purpose DI ProcessOutcomes Lessons LearnedWhat Now?/Next?

EMPATHIZE→ Talk, share, synthesize needs & insights w. othersDEFINE→ What is the problem of practice?IDEATE→ Sketch solutions→ Share & get feedbackITERATE & PROTOTYPE→ Build & makeTEST→ Implement & valuate

stakeholders: → 8 teacher candidates→ 3 teachers→ school principal→ faculty instructor listening:

What are some existing problems of practice that might be addressed using technology?

topics identified:I. Differentiating Instruction II. Developing Digital CitizenshipIII. Promoting Computer Science

APPS 4 DI PROCESSWhat apps might help to differentiate

instruction?

→ Literature Review→ DI Indicators

● High-Quality Curriculum ● Continual Assessment ● Building Community ● Flexible Grouping ● Teaching Up● Respectful Tasks

→ Evaluation Tool→ App Reviews→ Pilot Implementations

THE LEARNING ENVIRONMENTCollaborative environment Students are treated with dignity & respectBalance between individual & whole group instruction

THE CURRICULUMBig Ideas are aligned with assessments and learning activitiesAuthentic Performance Task Multiple forms of assessment

THE TEACHER

Creates relevant curriculum to “hook” studentsHelp students connect the unit to aspirations, backgrounds, and interestsContinuously assess students & utilize a variety of strategies in order to effectively differentiate

THE LEARNERStudents can describe the goals and purposeEngaged and contribute to the learning environment All students share interests and perspectives

Tomlinson, C.A., & McTighe, J., 2006). Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. 4 Indicators for DI

Literature Summary

→ 4 apps in 4 classrooms...

DIGITAL CITIZENSHIP

STORYBIRD

Exploring Apps for Differentiating Instruction

3 outcome summaries...

Description: a set of tools to crop an existing online video into segments, customize with voice-overs, audio comments, and embedded assessment questions. Dashboard collects data, shows how much of the video each student watched, answers to questions in the video, and % of correct answers.

In what ways can EDpuzzle implemented through edmodo be used to support DI in a gifted MS science class on density?

96 students → racially diverse, several IEPs, experienced with technology

student feedback: majority agreed that it was useful as a summary tool & a few stated they understood the information for the first time.

How effective are the assessment & feedback features of Nearpod in supporting DI for an eighth grade science class on Matter?

Description: allows teachers to create unit presentations with polls, short answer questions, & quizzes -pre-, formative & summative assessments- to assess a student’s progress and engagement throughout the unit.

student feedback:86.6% enjoyed Nearpod & found it useful. 13% felt indifferent.

In what ways can Schoology be used as an LMS to differentiate instruction?

Description: Allows teachers to connect with students in a learning platform similar to Edmodo and Facebook. Using Schoology, teachers can post homework, feedback, submit attendance and grades.

Some additional features include access to courses,storage for personal and public resources, groups ranging from professional development to technology in education, to content-specific communities.

More Information At: http://barr5160.blogspot.comQuestions? Email: barr5160@pacificu.edu

Teacher feedback: “My previous school had been using Schoology for the past three years.”

THE LEARNING ENVIRONMENT

Positive learning environment for students to answer questions in a safe and secure manner. Responses are anonymous when made public using the teacher functions.

Safe classroom environment.Students work individually & outside distractions limited. Embedded questions: a) increase expectations for watching; b) encourage higher level thinking.

THE CURRICULUM

Supports variety of learning materials (diagrams, videos, pictures, notes, etc.) & assessments (quizzes, open ended questions, fill-in-the-blanks).Provides evidence of “student readiness”, the level of learning, & the progression toward learning objectives.

Students to take in ideas in multiple ways- audio, visual, written.Assessed and analyzed upon completion of the video. Review tool curriculum revisit in class & from home.

THE TEACHERReal-time feedback → students’ responses can be quickly evaluated and used to clarify and review material that has been incorrectly answered

Information delivery not just the teacher talking at students. Immediate in class response & one-on-one interaction.Can check for understanding and address issues immediately.

THE LEARNER

Fully engaged, expected to present insight, and personal responses → “I do not need to answer in front of the entire class so if I get my answer wrong I do not need to be embarrassed”.

Students see what they are learning, how it relates to the larger goals, and how they are being assessed within the activity. Engaging as they are wired into the application with headphones. Peer assessment capability → can analyze the work of others.

Tomlinson, C.A., & McTighe, J., 2006). Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. 4 Indicators for DI

Thank You!