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Download course materials at:www.mrfarmersclass.com/teachers
A Few Words about Timothy Farmer
I. Introduction to Differentiated InstructionII. Differentiated Instruction using Web 2.0III. Wrapping it up: Web 2.0 & Bloom’s
Taxonomy
"What we share in common makes us human. How we differ makes us individuals.”
- Carol Ann Tomlinson
Let’s do a fuel gauge check
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
PARTNER DISCUSSION
Introduction1. Name2. School/Location3. Grade/Subject4. Reason why you chose this session.
Part I: Introduction toDifferentiated Instruction
WHAT IS Differentiation?
Differentiation based on research and writings of:
Carol Ann TomlinsonProfessor of Educational Leadership
University of Virginia
What is Differentiated Instruction?
• Providing students with different avenues to acquire content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.” - Wikipedia
• Considering student’s varying background knowledge and preferences in lesson development.
What is Differentiated Instruction?
• “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”
– Carol Ann Tomlinson
Differentiation isresponsive teachingrather than one-size
fits-all teaching
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.
Howard Gardner
Animal SchoolVideo Clip
GROUP DISCUSSIONAnimal School
Video Clip
Differentiated Instruction helps us meet the needs of the
diverse learners in our classroom.
What diversity do we encounter in our classrooms?
The diversity of our diverse learners
Ability
Gender
Ethnicity
Socio-economics
Interests
Prior experiences
Learning preferences
Lining it all up: TRADITIONAL TEACHING LENS
Struggling learners
Advanced learners
Teaching to the MIDDLE
Regular/Average learners
Lining it all up: DIFFERENTIATION TEACHING
LENS
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Any topic here
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Differentiationis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
ongoingassessme
ntflexiblegrouping
Teachers can differentiate
according to students’
through a range of instructional and management strategies
ProcessContent Product
Interests Learning Profile
Readiness
Differentiation Non-Negotiables
• Supportive learning environment
• Continuous assessment
• High-quality curriculum
• Respectful tasks
• Flexible grouping
Differentiation Concepts
Classroom elements
ContentProcessProductsLearning Environment/ AffectAssessment
Differentiation
•Content•Process•Product•Environment•Assessment
Curriculum
Presentation
Pacing
Materials
Differentiation
•Content•Process•Product•Environment•Assessment
Grouping
Complexity
Choice
Student-created
Differentiation
•Content•Process•Product•Environment•Assessment
Modes ofexpression
Materials
Formats
Differentiation
•Content•Process•Product•Environment•Assessment
Seating
Grouping
Movement
Atmosphere
Differentiation
•Content•Process•Product•Environment•Assessment
Rubrics
Grading
Format
Modes ofexpression
FIVE MINUTES: Choose two of the activities in the chart below that you would like to investigate further. Research online. Reflect on how to implement with your students.
EXAMPLE DIFFERENTIATED ACTIVITIESEXAMPLE DIFFERENTIATED ACTIVITIES
Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions
High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats
Get to Know Your Students
Student characteristics Readiness Interest Learning Profile
Differentiation Concepts
Readiness & Interests Pre-assessments Every Student Response Surveys Formative Assessments
Differentiation Concepts
Learning Profile Grouping Preferences Cognitive Style Learning Environment Needs Information Processing
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By
Readiness
To Differentiate Instruction By
Interest
To Differentiate Instruction by
Learning Profile
,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience
encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies
create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.
useful instructional strategies:
- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment
useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors
useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT
CA Tomlinson, UVa ‘97
How well do I know my students?
Think of a particular student.
Create a web of information you know about that student.
How well do I know my students?
Highlight and label the learner characteristic for each item
Learning profile = LPInterest = I
Readiness = R
How well do I know my students?
What don’t you know that would be helpful?
Reflect on how you might get to know that student better.
Differentiationis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
ongoingassessme
ntflexiblegrouping
Teachers can differentiate
according to students’
through a range of instructional and management strategies
ProcessContent Product
Interests Learning Profile
Readiness
What Differentiated Instruction…
IS• Differentiated instruction is
more QUALITATIVE than quantitative.
• Differentiated instruction provides MULTIPLE approaches to content, process, and product.
• Differentiated instruction is STUDENT CENTERED.
• Differentiated instruction is a BLEND of whole class, group, and individual instruction.
• Differentiated instruction is "ORGANIC".
IS NOT• Individual instruction • Chaotic or new• Just another way to
provide homogenous instruction (You DO use flexible grouping instead)
• Just modifying grading systems and reducing work loads
• More work for the "good" students and less and different for the "poor" students
Animal School Revisited
Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does,
however, mandate that a teacher create a reasonable range of
approaches to learning much of the time, so that most students find learning a fit much of the time.
Fuel gauge check
Think about your comfort level with differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Time for a five minute break!
Differentiating InstructionDifferentiating Instruction Using Technology Using Technology
What we will do in this sessionWhat we will do in this session
• Discuss the connections between differentiated instruction and technology.
• Nine essential technologies for all teaching and learning.
• See some schools that are using technology in amazing ways to reach diverse learners.
• Strategies, strategies, and more resources differentiating instruction with technology.
Fuel gauge check
Think about your comfort level with integrating Web 2.0 Tools in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
“Most educational technology experts agree
that technology should be integrated, not as
a separate subject or as a once-in-a-while
project, but as a tool to promote and extend
student learning on a daily basis.”
- EducationWorld.com
Technology…Improves student achievement
Improves school efficiency and productivity
Helps teachers meet professional requirements
Improves learning skills
Helps schools meet ALL students’ needs
Promotes equity and access in education
Improves workforce skillsEdTechActionNetwork
A key to differentiating instruction is having a multitude of strategies to use with students on different learning paths.
Differentiating For Learning Style and Interest
Differentiating For Learning Style and Interest
• Differentiate using engaging, cooperative methods, teaching students learning strategies & skills using current collaborative Web 2.0 technology.
• Teach collaboration, critical thinking, synthesis, evaluation skills through the CREATION of web content.
• Teach more than content using Web 2.0 tools.
• How do you feel about using tools like blogs, wikis, or other web based tools for differentiation in your classroom?
• How do you think these tools support the differentiated instruction?
Opening Opening QuestionsQuestions
Nine Nine “Gotta Know” “Gotta Know” Technologies for DITechnologies for DI
Blogs Wikis Podcasts RSS
Social Bookmarking Social Networking
Video Sharing (You Tube)
• Weblogs- Known in shorthand as “blogs”, these Web sites are easily updated and can be interactive.
• Blogs have exploded in the past few years.
What’s a Weblog?What’s a Weblog?
Here are some sample school Here are some sample school blogs that students have blogs that students have
created:created:
From Chicago:From Chicago:
Global Citizenship Experiencehttp://www.globalcitizenshipexperience.com/
What GCE teacher, What GCE teacher, Warren Thomas Rocco says:Warren Thomas Rocco says:
“Positive surprises are that this works. It works regardless of literacy levels. It works despite the fact that we could've been better organized, more tactical in our management of student works online, more committed to encouraging excellence over…merely, completed works. And so on. You can see the potential. We're learning…”
• Read a wide variety of blogs before you begin. Here are some great teacher blogs that I love:http://www.lucygrayconsulting.com/blog.php
Lucy Gray, educational technology experthttp://langwitches.org/blog/
Silvia Rosenthal Tolisano, instructional technology
http://katherinemcknight.com/blog/Katie McKnight, literacy geek
Getting Started With Getting Started With Blogs:Blogs:
There are several great Blogging websites but this is my favorite.
www.blogger.comThis site is owned by Google and it’s not difficult to use.
Setting Up a Blog:Setting Up a Blog:
http://www.youtube.com/watch?v=wqYBa-zGsNQ&feature=related
• Post class materials• Post assignments and rubrics• Provide samples of work expectations• Post materials to support assignments (i.e.
reading materials, web links, web sites, and an area for student comments and postings)
• Class Schedule and Letter
Getting Started With Getting Started With Blogs: Blogs: Class BlogClass Blog
• Learning Logs and Reflective Journals• Reactions to Assigned Reading• Literature Circles• Questions and Comments about Current
Events• Word-A-Day• Math Problem-A-Day• Posting Projects• Posting Videos of Lab Experiments
Getting Started With Getting Started With Blogs: Blogs: Student BlogsStudent Blogs
Your Turn:Your Turn:
How can you use blogs for the teaching of your content area?
What are your questions and concerns about starting blogs with your students?
How can blogs support differentiated instruction?
• From the Hawaiian word, wiki-wiki, which means “quick”.
• Ward Cunningham created the first wiki in 1995.
• He wanted to create a web based tool that would make it easy for people to publish and author.
WikisWikis
• An attempt to present all of human knowledge, for free.• Actually more accurate than many people might think.• Has over 500,000 edits per day.
The Most Famous and Best Example of a The Most Famous and Best Example of a
Wiki: Wiki: WikipediaWikipedia
From Wikipedia (http://en.wikipedia.org/wiki/Wiki)
•Each wiki page has a link for editing.•Click the edit link and “tah-dah” you are ready to add, edit, and create content. •There are some ground rules that should be set up for the students for the wiki.
Wiki: The BasicsWiki: The Basics
Mr. Peronis, A Physics Teacherhttp://peronis.pbworks.com/w/page/15960585/W
elcome-to-Mr-Peronis-Physics-Site
Mrs. Atwood’s wikihttp://mrsatwood.pbworks.com/w/page/21730766/Fron
tPage
Sample Sample Education WikisEducation Wikis
Mr. Telles’s wikihttp://mrtelles.pbworks.com/w/page/
10239326/FrontPageMr. Lee’s Math Project
Wikihttp://acrospire.pbworks.com/w/page/1342627/FrontPage
More Sample WikisMore Sample Wikis
The Study Zone Wiki by Andrew Hillhttp://studyzone.pbworks.com/w/page/188
16338/FrontPageMs. Edwards’s
Wikihttp://msedwards.pbworks.com/w/page/21860548/FrontPage
A Few More Sample A Few More Sample WikisWikis
www.wikispaces.com
http://www.wikispaces.com/content/for/teachers
Getting Started with Getting Started with WikisWikis
http://educationalwikis.wikispaces.com/Aims to answer the question, how can I use wikis in education?http://educationalwikis.wikispaces.com/Examples+of+educational+wikisMore fabulous educational wiki examples
Tools to Help YouTools to Help YouAlong the WayAlong the Way
Your Your Turn:Turn:
How can you use wikis for the teaching of your content area?
What are your questions and concerns about starting wikis
with your students?
How do wikis support differentiated instruction?
Maybe You Won’t be Wiki-Maybe You Won’t be Wiki-Wiki Right Away with Your Wiki Right Away with Your
Wiki or BlogWiki or Blog
• Remember, good teachers tinker.• Experiment and take baby steps. • I’m not a techie, but I do think I’m a good teacher.• Ask questions, there are tons of educational
technology colleagues who are eager to draft members to the “other side”.
• What is it?• Three kinds of podcasts: audio,
visual, and video.• Audio are similar to radio
broadcasts.• Visual include graphics and images.
• Video are sometimes called vodcasts or v-casts.
PodcastsPodcasts
Some great educational sites for using podcasts:
Helpful site for getting started with podcasts and examine how teachers use this technology in classrooms:http://mabryonline.org/podcasts
Mr. Linden’s Libraryhttp://district.dearbornschools.org/schools/lo
ng/podcast/Long%20Elementary/Mr%20Lindens%20Library/312EAE78-AD8A-464B-ADA1-
908B1C173725.htmlTony Vincent’s site, Learning in Hand can help you
get started with podcasting.http://learninginhand.com/podcasting/
RSS
• Stands for “Really Simple Syndication” or “Rich Site Summary”
• A tool that brings information to you and places it in one account.
RSSRSS
Some Educational Uses for an RSS feed include:
Harvest news headlines from all over the Harvest news headlines from all over the world on any topic.world on any topic.
Research.Research.
Follow specific interests or people.Follow specific interests or people.
How can the RSS tool be used to differentiate instruction?
Is an organized system for saving websites rather than in an Internet browser.
Social NetworkingSocial Networking
How can you use this tool to differentiate content for a group of
diverse learners?
Social BookmarkingSocial Bookmarking
Facebook… we know that one.
TwitterKids LOVE to talk, so let them.140 character limit requires precision and application of editing skills. Use hashtags (#) to label conversations.
Social NetworkingSocial Networking
Perhaps the most well known is YouTube.Download via http://www.zamzar.com/School Tube www.schooltube.comTeacher Tube www.teachertube.com
Video SharingVideo Sharing
Glogsterhttp://edu.glogster.com/what-is-glogster-edu/
More Technology More Technology Tools for Tools for
DifferentiationDifferentiation
Twitterhttp://www.twitter.com
More Technology More Technology Tools for Tools for
DifferentiationDifferentiation
More Technology Tools More Technology Tools for Differentiating for Differentiating
InstructionInstruction
Google Docs are the next revolution in writing.
Allows for collaboration and the applications are extraordinary.
http://goo.gl/IVSKx
Web 2.0 Tools & Bloom’s Taxonomy
CLOSING ACTIVITY: Choose at least one of the Web 2.0 Tools & Investigate. Try to walk away with at least one tool that you can implement in your class to help differentiate instruction and meet the needs of the students in your class.
Fuel gauge check
Think about your comfort level with integrating Web 2.0 Tools in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Start small but start…
"If we teach today as we taught yesterday, we rob our children of tomorrow."
John Dewey
(Vincent, T., 2009, Retrieved from http://www.slideshare.net/tonyvincent/education-technology-quotes)
Building Your Own Classroom Website
Differentiated Instruction
Parent Resources
Social Media
Student Interaction