differentiation with technology

DifferentiationMaking Sure We Have Their Number

and We Aim for It!

What is It?

From Tomlinson_QualityDI.pdf, ASCD San Antonio March 2010

Analytical

Sternberg’s Three Intelligences

Practical

Creative

Shaking

It

UPStudents need options for taking information in, organizing and making sense of ideas, and expressing what they learn

Slide From Tomlinson ASCD Presentation 2010

Slide From Tomlinson ASCD Presentation 2010

A Fundamental Goal is to ensure that each student understands the essential questions and enduring understandings.

Why do IT? Mind, Brain, Education Research

Interactive Brain

What We Know

Brains are as unique as faces.

Brain is highly plastic.

All Brains are not equal in their ability to solve problems

Brain connects new information

to old.

Brain is changed by experience.

What Is Probably True• Emotions are critical to decision making.• Stress impacts learning – eustress vs bad stress.• Support from others is critical for learning and optimal academic

performance.• Feedback and meaningful assessment is important to human

learning, through the importance and role of feedback vary greatly across domains and processes.

• Human brains seek patterns upon which they predict outcomes, and neural systems form responses to repeated patterns.

• Self Regulation is an integral part of higher order thinking skills.• The elaboration (overt teaching) of key concepts facilitates new

learning.• Rehearsal of retrieval cues aids in declarative memory process.• Declarative knowledge acquisition depends on memory and

attention.Tokuhama-Espinosa

Create a Learning Environment

Role of Community – Classroom and SchoolA Manifesto for Contemporary Learning

Christian Long-http://chrislott.org/story/the-future-of-learning-manifesto-christian-long/

Understanding Assessment

Role of Assessment

• Inform design options/student choices– PreAssess– Formative Assessment

• Measure students skillset/Understanding at a moment in time– Summative

Strategies

• Simple, short– Compact knowledge– Student self Assessment/Metacognition– Formative Assessment

• Informs further differentiation

• Longer– Groupings– Tiered Assessment

• Activating Strategies– activates engagement and motivation, hooks interest and links to prior

knowledge

• Student Choice– fosters motivation, engagement, interest

• Jigsaw– ensures higher rate of cooperation, success

• Tiered Assignments– offers different challenges, resources, and products based on ability

level of student

• Alternative Assessment– increases motivation, interest, and success

• Summarizing Strategies– provides evidence of learning for learner and teacher

Consider and Electronic Learning Journal

• Google Doc shared with teacher• Shared OneNote Notebook• Blog

Regular Writing Assignments and Reflections

Brain Owner’s Manual – Common Learning Vocabulary

Slide From Tomlinson ASCD Presentation 2010

SCAMPER STRATEGY

Self differentiation-

3-2-1

3 concepts you learned today

2 ways you will apply this knowledge outside of the classroom

1 question you still have

Tic-Tac-Know

Activating KWL Anticipation Guide

3-2-1 Differentiation Hot Seat

Brainstorming Wordsplash Summarizin

g

Jigsaw

• type of collaborative work• students read and examine a portion of a

reading assignment and report what they've learned to the entire group

• provides opportunities for small group interaction

• allows active engagement of all students• varies ways in which students read and

acquire information from their reading

How to JigSaw- Home/Expert Groups

• Divide the entire class into HOME GROUPS according to the number of passages to be read/examined.

• Each participant of each HOME group receives a number. If the HOME group has 4 participants, each group has members who are numbered 1-2-3-4.

• Each member of a HOME group receives a different reading assignment/article/passage/chapter. All number 1 members of each HOME group would have the same article, as would all number 2 members, etc.

How to Jigsaw: EXPERT GROUPS

• The HOME groups split, and members come together in other EXPERT groups. All number 1 members from each HOME group get together. Each member of an EXPERT group will become an expert on his/her article/passage and be prepared to teach the information he/she learned to the original HOME group.

• Members of the EXPERT group then return to their

HOME groups, and each member shares his/her expertise and knowledge with the HOME group.

• Following this activity, group members discuss their own performance and the performance of the group.

Graphic Organizers

• MyWebSpiration

Tiered Instruction

• LAMS

Exit Panels

Portfolios

• As Assessment Tools• Differentiated Table of Contents

Tomlinson Sample RAFT

Slide From Tomlinson ASCD Presentation 2010

Billiard Balls- Daveblog, pool-group http://www.flickr.com/photos/36596365@N00/109424137/Marbles – marbles- whodeenee’s http://www.flickr.com/photos/25527283@N06/2711954094/Buddhas –buddhas, youareyouratman http://www.flickr.com/photos/68084379@N00/114239128/Slide 6/7 Tomlinson ASCD 2010Slide 8 Dewck Mindset – Nigel HolmesBrain in man –Inside, Andrew Mason http://www.flickr.com/photos/34754790@N00/4006709/Shaken - http://www.flickr.com/photos/zenoptic/4452880/sizes/l/Goals - http://www.flickr.com/photos/13152844@N00/90580061/ http://www.flickr.com/photos/69699012@N00/130537193/ http://www.flickr.com/photos/67499195@N00/3903369299/ http://www.flickr.com/photos/57038667@N00/4075970439/vv