it summit using technology to differentiate

I welcome you to sit with others, to meet new people, to network.

Here are some questions to help start your conversations:1. How do you best like to spend your time away

from the classroom?2. How do you memorize a telephone number?3. How would you rate your ability to successfully

throw an out-turn take-out if the broom is on the edge of the 12 foot?

Using Technology to Differentiate in the K-12

ClassroomJade BallekLearning Coach

Sun West School Division

One Size Does Not Fit All.Carol Ann Tomlinson

Fair is Not Always Equal.Rick Wormeli

◦It is an add-on to what we are already doing.

◦It is new. It is the latest fad.◦It is individualized instruction.◦It means watering down the content for

some and providing busy work for others.◦It is a grading nightmare because

everyone is doing something different.

DI Misconceptions

◦It should be done every day in every subject.

◦It is just for struggling learners.◦It is grouping students by ability.◦It requires more time than regular

planning.◦It is our resource students/teachers only.

DI Misconceptions

Carol Ann Tomlinson

For more

Rick Wormeli Fair is Not Always Equal

Karen Hume Start Where They Are

D. Rose and A. Meyer Teaching Every Student in the Digital

Age

Differentiated Instruction and Technology

Why Differentiate?

Physical ImpairmentStruggling Students

Gifted Students

DI is not limited to Special Education teachers.

DI is not limited to struggling learners.

We teach. We help students learn.

Who is Involved in DI?

Research Based Belief System Meeting Learning Needs (where they are at) Proactive Planning Threads throughout CIA

What Exactly is Meant by DI?

Graphic of interests, … content, process, product

Opening Question #1 Science Fair Daniel Pink, Drive

◦ Autonomy (freedom)◦ Mastery◦ Purpose

Interests

Choice

Grades 6-9 every subject has an inquiry outcome

Grades 1-5 Science Different levels of support Open Search vs Limited Search

◦ Bookmarking sites like Diigo, BooNote, etc.◦ Hotlists by Filamentality

How Do We Address Differences in Student Interests with Technology?

Purpose is KEY

Research-based◦ Why and How

Current Issues edtech@smartbrief

The role of assistive technology◦ Controversial!

A Word About Technology

Wordle.net

Mag My Pic

10by10.org

Google Docs

www.panoramas.dk

Eiffel Tower, Vatican, Versailles, NASA 360 … just to name a few!

Virtual Tours

Opening Question #2 Outlook High School Inventories

◦ RAFTS ◦ Podcasting◦ Movie Maker Projects◦ Blogging – Kathy Kassidy

Learning Styles

Online Multiple Intelligence tests SmartBoard is ideal for kinesthetic and

visual learners Wordle.net Glogster (EduGlog) Voki and Blabberize Audacity – Grade 3 experience Voice Recorders Kindle Ipad Apps

How Do We Address Different Learning Styles with Technology?

Readiness – slightly refocusing the lens away from ability to readiness

Opening Question #3

Readiness

If a student can’t read, is it fair to place a textbook in front of him/her, or ask him/her to write a test?

Is that a fair way to have students show what they know?

How can we open the doorsto learning?

We assume that people that can’t read can’t learn.

Find out where they are and eliminate the “assumptions”

** Important to plan for both support and for extension

Collect information◦ Student Response Systems (Senteos)◦ Survey monkey◦ Google Docs – forms◦ Kwik Surveys◦ Polldaddy,

Pre-assessment

Chunking Information Provide Opportunities for Visual and Oral

Information Allow students to work collaboratively

◦ Assign tasks to different students Options for Paper and Pencil Assessment

◦ Show what you know Organize Information Online

◦ Read Write Think Online graphic organizers

Supports for Strugglers

Plan for ways to incorporate technology in extending learning experiences

Digital sharing/collaboration

Extending the Learning

Visual Supports◦ Khan Academy◦ You Tube, Teacher Tube

Oral Supports◦ Audacity◦ Voki◦ Online Books◦ Audio Books - Kindle

Ipad apps

How Do We Address Student Readiness with Technology?

Flexible Grouping

Content The “stuff” we teach Outcomes and

Indicators UbD

◦ McTighe and Wiggins◦ Essential, highly

desirable, desirable

Reading Levels◦ Fry’s Readability Chart◦ Windows on the Universe, reading level of internet

sites◦ Search “for kids” to help with readability◦ Kursweil◦ Dragon Speak

Previewing sites, providing a list of sites Video Format: Free Documentary TV, Discovery

Education, ROVER, Snag Films, Khan Academy, etc.

How Do We Address Content with Technology?

Refers to how we help students learn Robert Marzano’s Research

◦ 9 Strategies for Effective Teaching Identifying Similarities and Differences Summarizing and Note-taking Reinforcing Effort/Providing Recognition Providing Practice Cooperative Learning Representing Setting Objectives and Providing Feedback Generating and Testing Hypothesis Cues and Advanced Organizers

Process

Chunking information◦ Graphic Organizers◦ Visual Brainstorming◦ Bubbl.us – mind mapping◦ iBrainstorm is a free brainstorming app for the

iPad Blogging as a way of reflecting Class Wikis to share learning Webquests/Scavenger Hunts Online Videos and ROVER videos

How Do We Address Process with Technology?

How will students “show what they know?” What is your biggest challenge when

allowing students to choose their product?

Product

Great resource for every subject area!

How Do We Address Product with Technology?

Contact me at jade.ballek@sunwestsd.ca

Or on Twitter: @misuzb

Final Words

Thank You!

Do you agree or disagree with the common misconceptions about DI?

Do you think education slams doors on students with learning disabilities?

Does education do enough to support gifted students?

Conversations

How do you already use technology to accommodate students’ interests?

Share your own experiences.

Conversations