PMSD Di And Technology Supports

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Differentiated Instruction and Some Technology

to Support it

Technology’s Influence on Differentiated Instruction

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Steve Spengler, Director Instructional Technology Secondary EducationPhone: 570-839-7121 ext 60325Email: [email protected]

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No fear! Technology just becomes a tool for them.

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And we’re still trying to figure it out.

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I was hoping…

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How true is this?

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Think about this… The Web (the Internet) recently welcomed its 1 billionth

user

That user is most likely an 8 year-old kid from… United States? England? Japan? None of the above…most likely from countries that

we refer to as evolving or “3rd World” He or she is now connected to the sum of human

knowledge we are building online Soon…he or she will be an author creating content and

sharing content online

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More to think about…

1 out of every 8 couples married in the U.S. last year met online.

There are over 100 million registered users of MySpace.

The average MySpace page is visited 30 times a day. The number of text messages sent and received every

day exceeds the population of the planet. It’s estimated that 1.5 exabytes (that’s 1.5 x 1018) of

unique new information will be generated worldwide this year.

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Education Illustratedwww.educationillustrated.com

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Let’s take a look at

Differentiated Instruction

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As you know, students come to our classrooms with a variety of:

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Differentiated Instruction IS . . . proactive more qualitative than quantitative multiple approaches to content, process, and

product student centered a blend of whole-class, group and individual

instruction purposeful

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Differentiated Instruction is NOT… the “individualized instruction” of the

1970s chaotic just another way to provide

homogeneous grouping just “tailoring” the same suit of clothes”

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Summary Statements About Learning

1. People learn what is personally meaningful to them.2. People learn when they accept challenging but

achievable goals.3. Learning is developmental.4. Individuals learn differently.5. People construct new knowledge by building on

their current knowledge.6. Much learning occurs through social interaction.7. People need feedback to learn.8. Successful learning involves use of strategies--

which themselves are learned.9. A positive emotional climate strengthens learning.10. Learning is influenced by the total environment.

Powerful Learning by Ron Brandt

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Why is technology such a great thing for kids?

Existence of wide gaps in student experience and ability?

Motivating factor of using technology? Flexibility of the medium? Preparing students for the real world?

KEEP THIS IN MIND!

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Content Process Product

Teachers Can Differentiate

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Content• What is Taught and Learned:

• Relevant• Helps students understand themselves

and their lives• Authentic or “real”• Can be used immediately

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http://www.pps.k12.or.us/curriculum/literacy/leveled_books/

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http://www.mcps.k12.md.us/curriculum/littlekids/archive/litinst_creatingtext.htm

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Technology-based learning centers

PowerPoint offers many opportunities for differentiation. Can even be in an eSchool Builder type format! Reinforce and/or review Less complex…more concrete Apply learning to investigation, cases, and problems Advances learning to include more depth and complexity Special needs students…adjust the learning mode Socialize learning…interaction with teams or groups

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Technology-based learning centers

Learning About Canada

Geography

Government

History

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PowerPoint for Learning CentersCreating Games in PowerPoint

http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/games.html#jeopardyGame Templates for PowerPoint

http://www.jc-schools.net/tutorials/PPT-games/Jeopardy Games (PPT)

http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htmPowerPoint Games

http://208.183.128.3/write/games/index.html Writing Storybooks with PowerPoint

http://www.education-world.com/a_tech/techtorial/techtorial027.shtml PowerPoint Pizazz

http://memory.loc.gov/ammem/ndlpedu/educators/workshop/pizazz/ Learning Center Example: All About Canada

http://lakelandschools.org/EDTECH/Differentiation/LearningAboutCanada.pptLearning Center Assessment Example: Geography

http://lakelandschools.org/EDTECH/Differentiation/WHemispherePreAssessment.ppt

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Whole-Class Instruction

Use PowerPoint…it modifies lectures! Give students copies or make them available with

notes Give the special education teacher copies so that

he/she can work with students Give to advanced students…have them add to it Adjust to meet different levels of students Visuals…graphics…meet the needs of today’s

diverse learner

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Whole-Class projects

Whole Class Project Examples Virtual Museums (create one or visit one) Virtual Zoos (create one or visit one) Virtual Fieldtrips (create one or visit one) Virtual Expeditions (create one or visit one)

Technology can make whole-class instruction meaningful for students at various levels

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WebQuests for D.I.

WebQuest - The Scottsboro Boys' TrialsRace, Gender, and Lies

Your Job, Should You Choose to Accept It

(which you'll do if you want to pass)PICK ONE!

CHOICE #1: Prove Price Lied - Highest Possible Grade: A

CHOICE #2: Why Did (S)he Do It? - Highest Possible Grade: C

http://www.sanmarcos.net/ana/Class/Eng2/Scottsboro10th.html

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WebQuests for D.I.

In addition to your written letter to Aunt Sally, your group must choose one of the following activities to present to the class:

Brochure - Create a travel brochure urging people to move westward. Use the positive information you have compiled through your Web Quest. You must include at least 5 reasons why people should join the westward movement and examples of how people have benefited from moving out west in the past.

Debate - Divide your group in half. Have one half present the positive side of your person moving west. Have the other half present the negative side of the person moving west. Include the information from your web quest to support both sides your arguments.

Commercial - Create a story board and act out a commercial with your group telling and "selling" reasons why people should or should not move west. Include the information from your web quest to support your position.

http://lakelandschools.org/edtech/Integration/quest/home.htm

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WebQuests for DifferentiationThe Official WebQuest Site

http://www.webquest.orgKathy Schrock’s WebQuest Resources

http://school.discovery.com/schrockguide/webquest/webquest.html Best WebQuests

http://bestwebquests.com/ Information about WebQuests (sort of a training)

http://www.thirteen.org/edonline/concept2class/webquests/index.html

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Not to mention Web sites for D.I.

http://vocabulary.co.il/

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Other Sites…and a Bunch more!Brain Teasers

http://www.eduplace.com/math/brain/ Filamentality (subject samplers, WebQuests, hotlists, etc.)

http://www.filamentality.com/wired/fil/index.htmlMath Stories

http://www.mathstories.com/Max’s Math Adventure

http://teacher.scholastic.com/max/index.htm The Atoms Family

http://www.miamisci.org/af/sln/ Dositey

http://www.dositey.com/ AToZTeacher Stuff

http://www.atozteacherstuff.com4 Teachers

http://4teachers.org/Castles on the Web

http://castlesontheweb.com/KidLink

http://www.kidlink.org/ePals

http://www.epals.com/Utah’s Education Portal

http://www.uen.org/Brain Boosters

http://school.discovery.com/brainboosters/

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There’s so much GREAT stuff!

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http://registration.beavton.k12.or.us/lbdb/default.htm

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Instructional Resources – UnitedStreamingwww.unitedstreaming.com

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Instructional Resources – Streaming Media

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Instructional Resource - K-12 Teaching & Learning Center

www.k12tlc.org (.net) (.com)

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netTrekker D.I. - www.nettrekker.com

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Instructional Resources – PA Power Library

Available to you on your desktop in schools or

through your library card

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• Book Reviews

• Student Research Center

• Professional Development Collection

• ERIC (education research)

• 8700 other resources

• Clinical care

• Sbornik Mathematics

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WLVT – Ch39http://www.wlvt.org/WRITENOW/video-gen.htm

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Discover Babylon (http://www.discoverbabylon.org/) - Targeted at ages 8 –14, Discover Babylon© will use sophisticated video gaming strategies and realistic digital environments to engage the learner in challenges and mysteries that can only be solved through developing an understanding of Mesopotamian society, business practices, and trade.

Food Force Online (http://www.nationalgeographic.com/ngkids/games/food_force/) - Students can interact and play the game online using Shockwave. All you need is an Internet connection. It's not the full version of the game but it gives kids a taste of the game.

Food Force Download (http://www.food-force.com/) - This is the full download of the game. Search through this site for teacher resources, prior knowledge, and much more. This game runs both on the Windows and Macintosh platforms.

Fate of Refugees in Sudan (http://www.darfurisdying.com/)- This is a new one produced by the Reebok Human Rights Foundation. It is also online and requires Shockwave.

Educational Games at the Nobel Site (http://nobelprize.org/educational_games/)- These games and simulations, based on Nobel Prize-awarded achievements, will teach and inspire you while you're having FUN!

Educational Online Games

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docs.google.com

Teacher Prescriptive (or student choice) Tiering ToolsCMAP Tools

http://cmap.ihmc.us Gliffy

http://www.gliffy.com UnitedStreaming

http://www.unitedstreaming.com Wikis

http://www.wikispaces.comhttp://pbwiki.com

Podcastshttp://gcast.com

Audacity (free tool to create Podcasts)http://audacity.sourceforge.net

Social Network Sites such as ELGG – student and teacherhttp://elgg.ciu20.org

The MySpace Generation: http://www.schoolcio.com/showArticle.jhtml?articleID=193502102

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Process• Blurred line between content and

process• Often used as a synonym for “activities”• Begins when the student starts making

personal sense out of information, ideas, and skills

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Software for D.I.

Does things better Does better things Provides feedback Has multiple levels for different learners Tracks student performance Triggers different problems depending on

individual performance

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Software for D.I.

Vocabulary Webs – Inspiration Three vocabulary webs created using the

software, Inspiration, all ask students to do the same task: Identify three synonyms and three antonyms for a

given vocabulary word. The final part of the activity is differentiated - each

student completes the final task based on their interest.

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Software for D.I.

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www.gliffy.com

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Product• Something students produce to exhibit

major portions of learning• Not pieces of work students produce

during the course of a day• Vehicle through which a student

shows what (s)he understands and can do as a result of learning over time

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Teacher users vs. Student users

How do you [adult/teacher] use the Internet?

How do they [child/student] use the Internet?

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Gunter, G. A. (2004). Video in the classroom: learning objects or objects of learning?. Association for Educational Communications and Technology , 27, 7.

The youth of today are inundated with [digital content] that has the potential to extend literacy and allow them to actively participate with a variety of media.

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Web 2.0 stuff!

Example - Read news differently?

Today’s Web 2.0 user doesn’t go to the news…he/she has it come to him/her!

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Fits beautifully into differentiated instruction because it provides options!

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Web 2.0, a phrase coined by Al Gore in 2004, refers to a perceived or proposed second generation of Internet-based services—such as social networking sites, wikis, communication tools, and folksonomies — that emphasize online collaboration and sharing among users.

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It’s also called the read/write Web.

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What Web 2.0 hints at is… An improved World Wide Web Not just information warehouse People contribute and create Communication and collaboration Students can become…

Publishers – wikis DJs - podcasting Experts – wikis or blogs Broadcasters - podcasts Editors – blogs, wikis, Networked (socially) – MySpace like tools Content reviewers – wikipedia…sharing and developing Syndicated – RSS content out to everywhere!

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Student choice…tiered tasks (technology products)

Shakespeare Project – the influences Tier One: Influence Chart

Table format in Word Tier Two: Influence Web

PowerPoint Tier Three: Influence Pyramid

Inspiration

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Easily create simple Web sites - instead of asking students (or groups of students) to create Web-based content on Web sites, have them post the content into wikis. They're much less focused on the technical aspects of creating Web sites and much more focused on creating/developing content...which is seriously what we assess kids on anyway.

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Project development with peer review - the collaborative nature of wikis allow kids to work together. There's novel concept...students working together and collaborating. Check it out! I also saw this wiki somewhere along the way. It's a collaborative writing project...check out the use of the wiki when interpreting Keats' An Ode to Grecian Urn. Students add their commentary or interpretation on lines within the text...awesome!

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Group authoring - One of the coolest things sites is http://wikibooks.org/. It's a collaborative initiative to create books. Check it out! Imagine creating our own textbooks that meet the needs of our own students...now that's innovative! Track a group project - the nature of the wiki is that it's collaborative. What's even better is that you can track the collaborative changes that are made! Follow a document as it is edited...track the changes and communicate with the team members. There is even a discussion board piece to them that allows for the team members to actually talk about it! So nice!

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Data Collection The wiki best suited for this right now is JotSpot (http://www.jot.com/), which has a data collection tool you can install with just a few clicks.

It's recently been acquired by Google so bear with it as it is migrated over to Google.

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Review classes & teachers - just imagine the ability to use wikis as review assignments, remediation, enrichment...the list goes on! Presentations - wikis could be the next level of presentation! Use it as a guide for visitors to move through your content.

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Student choice…unit menus

Earth Science Class Learning Meteorology Essential Questions

What are the causes and effects of heat? What are the causes and effects of currents?

Thematic Unit Questions How do convection currents cause winds? What are the patterns of the phenomenon

knows as the sea breeze? Why does the sea breeze occur?

Weather report, written report, detailed maps, a wiki!

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Essential Skills for Differentiated Instruction

Know Your Students Thoroughly

Consistent Use of High Leverage Instructional

Strategies

Thorough Knowledge of the Curriculum

Effective

Management

Strategies

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According to Students’

Readiness InterestLearningProfile


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Learning Inventories

ModalityAuditory, visual, kinesthetic

SternbergAnalytical, creative, practical

GardnerMultiple Intelligence preference

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http://ttc.coe.uga.edu/surveys

Technology Tool! Learning Style Inventory

There is also an Intelligence Survey on this page…also a good tool to use!

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Learner Profile Card

Auditory, Visual, Kinesthetic

Learning Style

Multiple Intelligence Preference

Gardner

Analytical, Creative, Practical

Sternberg

Student’s Interests

Favorite Subject

Gender Stripe

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Sample Learner Card

Luanne Jones

Period 3

Front

Learning Style SternbergVisual CreativeAuditory

Interests Drama

Music Video Games

Multi Intelligences Favorite SubMusical ReadingLinguistic Music

Spanish

Back

Tomlinson ‘03

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Technology Tool! Let’s do a Brain Dump – Think Dots

1. Summarize ideas up to now.2. Make a differentiated

instruction connection to technology.

3. Plan how to use the ideas presented so far in your current setting.

4. Name one important piece of information that you heard up to this point that made you think differently about differentiated instruction.

5. Name one important piece of information you heard so far that you can apply to your position immediately.

6. Name one thing we discussed up to now that you want to hear more about.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/dice/

Think Dots

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Strategies


Effective

Management

Strategies

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First Step in Designing Differentiated Curriculum is to…

…FOCUS!Learning Goals:

Knows, Understands, Be

able to Do’s

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You’ve got to go below the surface...

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to uncover the really ‘big ideas.’

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Planning a Focused Curriculum Means Clarity About What Students Should …

KNOW Facts Vocabulary Definitions

UNDERSTAND– Principles/

generalizations– Big ideas of the

discipline

BE ABLE TO DO– Processes– Skills

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KNOWFacts, names, dates, places, information

4 quadrants in a coordinate plane Fibonacci Number Oxymoron Pythagorean Theorem The multiplication tables

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UNDERSTANDEssential truths that give meaning to the topic Stated as a full sentence Begin with, “I want students to understand

THAT…” (not HOW… or WHY… or WHAT)

• Multiplication is another way to do addition.• There are a lot of ways to represent single

number.• There is more than one way to solve a problem.• Make reasonable estimates.

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BE ABLE TO DO

Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)

Verbs or phrases (not the whole activity)

• Analyze• Solve a problem to find perimeter• Find the decimal of 3/8 by using equivalent

fractions.• Evaluate work according to specific criteria• Use a bar graph to represent data appropriately

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When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.

Lillian Katz

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The Teacher’s Challenge

Developing--

“Respectful Activities”

• Interesting• Engaging

• Challenging

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Respectful Tasks – the “Equalizer”

Readiness level matches level of cognitive complexity

Expect all students to grow

Appropriate levels of difficulty

All tasks are interesting, important, and engaging for all students

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Information, Ideas, Materials, Applications

Representations, Ideas, Applications, Materials

Resources, Research, Issues, Problems, Skills, Goals

Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections

Application, Insight, Transfer

Solutions, Decisions, Approaches

Planning, Designing, Monitoring

Pace of Study, Pace of Thought

The Equalizer

1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Single Facet Multiple Facets

5. Small Leap Great Leap

6. More Structured More Open

7. Less Independence Greater Independence

8. Slow Quick

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Equalizer Troubleshooting Tips:

1. All students need lessons that are rich and engaging. Try not to make drill and practice as the staple of students’ school “diets.”

2. Your students’ sense of “self-efficacy” comes from recognizing their power AFTER accomplishing something they first thought was just “too big” for them. Design lessons that stretch all students beyond….

3. A task is challenging for a given student when it causes that student to stand on “mental tip toes” and reach high to complete it well.

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“This is Boring!”

These words do not bring happiness to the hearts of teachers.

Boring “A”Boring “A”“I already know that; could you give me an opportunity to show you?”

Boring “B”Boring “B” “At the present time I do not know enough about the topic to be interested in it.”

2 kinds of bored

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Differentiated by readiness…1. Pre-assessment: survey of technical readiness (multimedia,

desktop publishing and Web page creation)

2. After reading a novel, students were presented with the following situation:

You are the publicist for the new paperback version of the novel. Your task is to create an advertisement that is both informative and persuasive. Advertisements can take many forms.

The teacher assigns one of the following forms for presenting the advertisement:

Group A – story board for a TV ad using PowerPoint Group B – informational flyer for distribution at book stores,

using desktop publishing program (Print Shop, MS Word, Publisher)

Group C – Web page promoting the novel

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Assessment:Pre, During and Post Instruction

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Strategies to Assess the Learners

What Do I Assess? Interests Abilities Rate of learning Work/learning styles and strength Needs

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Pre-Assessment

What the student already knows about what is being planned

What standards, objectives, concepts & skills the individual student understands

What further instruction and opportunities for mastery are needed

What requires reteaching or enhancement What areas of interests and feelings are in the different

areas of the study How to set up flexible groups: Whole, individual, partner,

or small group

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Assessment: Before Instruction

To develop teacher knowledge about what the students know or have experienced Written record review IEP’s Student information Interest surveys and inventories Pretests Admit slips Whip Around K-W-L Concept splash

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Your Name

Things that tell something about

you

Things/people that have influenced you

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Ongoing Assessment

• Evaluates understanding of key concepts

• Can be differentiated• Drives instruction• Occurs consistently before,

during, and at end of unit (pre-assessment, formative, and summative

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1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge.

Rarely ever Sometimes Often I have it!Dirt road Paved road Highway Yellow brick

road

2. Tell the students to go to the corner of the room that matches their place in the learning journey.

3. Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Squaring Off – Whole Group Assessment

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1. Using a 4x6 index card the student writes YES on one side and NO on the other.

2. When a question is asked the students hold up YES or NO.3. Ask the students if they know the following vocabulary words

and what they mean.4. Call out a word. If a student is holding a YES they may be

called on to give the correct answer.5. Remind them that if they don’t know the words it is OK

because they will be learning them.6. You can do the same thing with conceptual ideas, etc.


Yes/No Cards

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Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.

Where I am now in my understanding of ______?


Thumb It

UPI know a lot

SIDEWAYSI know some

DOWNI know very little

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Show the number of fingers on a scale, with 1 being lowest and 5 the highest.

Ask, How well do you feel you know this information?

5. I know it so well I could explain it to anyone.6. I can do it alone.7. I need some help.8. I could use more practice.1. I am only beginning.


Fist of Five

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AssessmenteSchool Builder

http://elearning.ciu20.org/courses Zoomerang (subscription) http://www.zoomerang.com

Profiler Prohttp://www.profilerpro.com/

Advanced Survey (basic one is free)http://www.advancedsurvey.com/

Quia (subscription)- At $50 per educator??? We have 1 or 2 that subscribehttp://www.quia.com

Classroom Performance System- We have 3 systems, all at HShttp://www.einstruction.com/

Easy Test Makerhttp://www.easytestmaker.com

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Assessment in a Differentiated Classroom

ASSESSMENT: drives instruction. occurs consistently as the unit begins, throughout

the unit and as the unit ends. focuses on student readiness, interest and learning

profile. information helps students chart and contribute to

their own growth. MAY be differentiated. demonstrates personal growth.

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for

Interest – Readiness – Learning Profile

by

Self – Peers - Teachers

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What Have We Learned?Using your identified learning modality, develop a product from the list below

to represent what you learned from today.

Auditory VisualKinesthetic/

Tactual

Comedy monologue

Symbolic representation

cheer

Song/rap Comic strip commercial

Radio announcement

Advertisement Role play

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Strategies


Effective

Management

Strategies

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10 Strategies for Managing a Differentiated Classroom

1. Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile.

2. Begin differentiating at a pace that is comfortable for you.

3. Tine differentiated activities for student success.

4. Use an “anchor activity” to free you up to focus your attention on your students.

5. Create and deliver instructions carefully.

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10 Strategies for Managing a Differentiated Classroom

6. Have a “home base” for students.7. Be sure students have a plan for getting help

when you are busy with another student or group.

8. Give your students as much responsibility for their learning as possible.

9. Engage your students in talking about classroom procedures and group processes.

10. Use flexible grouping.

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Giving Directions

If the whole class is doing the same activity then give the directions to the whole group.

Do not give multiple task directions to the whole class. For small group work, tape directions so students can

listen to them repeatedly Use task cards to give directions to small groups. A general rule is that once the teacher has given

directions the students can’t interrupt while he/she is working with a small group “Ask 3 Before Me”

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Transitions

Directions for transitions need to be given with clarity and urgency. Time limit for transition Address the acceptable noise

level Rehearsal

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Routines for Handling Paperwork

Color-coded work folders Portfolios Baskets for each curricular area or class period Filing Cabinet The key to these organizational patterns is that the

children have access to their own work and know how to file and/or find what they need to accomplish a task.

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Handling Materials

Assign jobs to different students (materials handler, table captain)

As a teacher ask yourself, “Is this something I have to do myself, or can the students learn to do it?”

Remember that you have to teach children how to become responsible for their own things.

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Time

Must be flexible in order to address every child’s readiness level Catch-up days Anchoring Activities Postcards for Writing Ideas Independent Investigations

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Flexible Grouping

Students are a part of as many different groups and have opportunities to…. work alone or in groups based on

matching the task to student readiness, interest, and/or learning style.

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Should be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K-U-D)

Implementation: purposefully plan using information collected – interest surveys,

learning profile inventories, exit cards, quick writes, observations, etc. list groups on an overhead; place in folders or mailboxes “on the fly” as invitational groups

Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and assuming roles within the

group

Flexible Grouping

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Assigning Groups

Clothes pins with student’s names to assign them to a particular task

Color code children to certain groups (a transparency with students names in color works well)

Cubing allows you to assign groups by interest or readiness level

Content Partner/Buddies

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Partners Design Page

Learning Buddies or Partners Design Page

Directions: Design an image that can be used by your students that will allow them

to work collaboratively with students they self -select as partners.

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Clock Buddies

Flexible Groups Ability Group Achievement

Pretest Exit Card

Task Group Learning Style Interest Random

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Homogeneous Groups

Affects of homogeneous grouping: High ability group – Advanced Medium ability group – Proficient Medium low ability group – Basic Lowest ability group – Below Basic

(Marzano, 2001)

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www.pmsd.orghttp://www.kennesaw.edu/education/soap/rex/keynote.ppt#256,1, Differentiating Instruction: The Journey

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So it’s not just about this…

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It’s about this! Product - The way in which a student’s

knowledge of a subject is assessed

Process - The way in which a student gains access to knowledge

Content - The depth/complexity of the knowledge base a student explores

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Differentiated Instruction and Some Technology

to Support it

Technology’s Influence on Differentiated Instruction

PMSD Di And Technology Supports

Technology

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