leveraging technology to differentiate instruction
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Leveraging Technology to Differentiate Instruction
Lauren C. PantonManager, Instructional TechnologyChatham University Pittsburgh, PA
What does ‘Differentiated Instruction” mean to you?
“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”
- Carol Ann Tomlinson
Components of Differentiated Instruction
Pre-assessment
Instruction
Formative assessment
Adjust Instruction
Summative assessment
Flexible grouping
Flexible grouping
A lot to consider...
Pre-assessment
Instruction
Formative assessment
Adjust Instruction
Summative assessment
Flexible grouping
Flexible grouping
Components of Differentiated Instruction
What to Pre-Assess?
Readiness
“A student’s entry point relative to a particular understanding or skill.”
Interest
“Refers to a child’s affinity, curiosity, or passion for a particular topic/skill.”
Learning Profile “It is shaped by intelligence preferences, gender, culture, or learning style.”
Tomlinson The Differentiated Classroom: Responding to the Needs of All Learners
Technology & Pre-Assessment
• KWL/Graffiti Wall Wiki• Journal Entry/Blog/Twitter• Clickers• Panel Submissions/Chat/Discussion Boards• Online Inventories:
Online Multiple Intelligence Inventories
Abiator’s Online Learning Styles Inventory
Index of Learning Styles Questionnaire
Where are you?
Creative
Practical Analytical
Sternberg’s Triarchic Theory of IntelligenceGardner’s Multiple Intelligences
On each of the next three slides, give your self 1 point for each statements apply to you.
Design new things
Notice things others ignore
Think of alternative solutions
Think in pictures & images
Do you like to...
Classify and sort things
Compare and contrast
Appeal to logic
Explain difficult things
Do you like to...
Take things apart & fix again
Learn by working with others
Help to resolve conflicts
Adapt to new situations
Do you like to...
Your preference is...Creative
Analytical
Practical
An example: blogs/wikis
Practical:• Create and set up blog/wiki• Assist others in the group with using the tool• Assist group in developing a timeline and process for project
Creative:• Lead the group through the brainstorming and development process • Assist with the design, ‘look and feel’ of blog/wiki• Find graphics and other media to compliment blog/wiki
Analytical: • Research what is the best tool for the group to use• Compare and contrast other examples of student blogs/wikis for group to use as model • Help group understand how to use this tool in other projects.
Your turn: podcasting
Analytical: Creative:
Practical:
Content
Process
Product
Environment
Other ways to differentiate
Technologies: Content, Process & Product
DI Search Engines, Simple Searching, Custom Searching
Podcasts
Blogs
Wikis
VoiceThread
Video/Photo Editing
How can these and others be used for pre-assessment, grouping and
formative/summative assessment?
Differentiate with Instructional Strategies
• Tiered Activities
• Learning Contracts
• Choice Boards:
- Menu
- Bingo
- RAFT’s
“Teachers use tiered activities so all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.” - Tomlinson
Tiered Activities
Beginning Intermediate Advanced
Outcome/
Objective
Students will determine a topic and will write a five-sentence
paragraph with a main idea, three supporting sentences, and
a concluding sentence.
Students will determine a topic, state a point of view,
and write two paragraphs defending that point of view.
Students will determine a topic, state a point of view, and
write an essay of at least five paragraphs that uses multiple
sources to defend that point of view.
Instruction/
Activity
Students will receive a model of a five-sentence paragraph and
explicit instruction in constructing the paragraph.
As a prewriting activity, students will list their topic and develop a list of at least three things that
support their topic.
Students will receive a model of a persuasive essay
and a graphic organizer that explains the construction of
a persuasive essay. Students will also receive explicit instruction in writing
a persuasive essay. As a prewriting activity,
students will use the graphic organizer to plan their writing.
Students will review the graphic organizer for a
persuasive essay. Students will be given explicit instruction
in locating sources and quotes for their essays. As a prewriting activity, students will
use the graphic organizer to organize their essay. Students
will also compile a list of five sources that defend their main point.
Assessment Students will be able to write a five-sentence paragraph that
successfully states and supports a main idea. The
paragraph will meet the criteria on the state writing rubric.
Students will be able to state a point of view and
successfully defend the idea using two paragraphs that
defend the point of view using main ideas and supporting details. The
paragraphs will meet the criteria on the state writing
rubric.
Students will be able to write a five-paragraph essay that
states a point of view, defends the point of view, and uses
resources to support the point of view. The essay will meet the criteria on the state writing
rubric.
Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom
“In essence, a learning contract is a negotiated agreement between teacher and students that gives students some freedom in acquiring skills and understanding that a teacher (students) deems important at a given time.” - Tomlinson
Learning Contracts
I will read: I will look at and listen
to: (podcasts)
I will write:
I will draw: I will need:
Here’s how I will share what I know:
(blog, wiki, podcast, voicethread, etc.)
My question or topic is:
I will finish by this date:
To find out about my question or topic…
Learning Contract #1 Name _______________________
Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with ______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__
“With choice boards, changing assignments are placed in permanent pockets. By asking a student to make a work selection from a particular row, the teacher targets work toward student need and at the same time allows student choice.”
-Tomlinson
Choice Board
Entrée (Select One) •!Draw a picture that shows what happens during photosynthesis. •!Write two paragraphs about what happens during photosynthesis.
•!Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares) •!Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) •!Define respiration, in writing. •!Compare photosynthesis to respiration using a Venn Diagram.
•!Write a journal entry from the point of view of a green plant.
•!With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)
•!Create a test to assess the teacher’s knowledge of photosynthesis.
Writing Bingo
Try for one or more BINGOs this month. Remember, you must have a
real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your
writing goals and our class rubric to guide your work. !Recipe Thank you
note
Letter to the
editor
Directions to
one place to another
Rules for a
game
Invitation Email
request for information
Letter to a
pen pal, friend, or
relative
Skit or scene
(digital movie)
Interview
(podcast)
Newspaper
article
Short story
(blog, wiki)
Your choice Grocery or
shopping list
Schedule for
your work
Advertisement Cartoon strip
(Toondoo)
Poem Instructions Greeting
card
Letter to your
teacher
Proposal to
improve something
Journal for a
week (Blog)
Design for a
web page
Book Think
Aloud
“RAFT is an acronym for Role, Audience, Format, and Topic. In a RAFT, students e.g. develop a product for a specified take on a particular role and audience in a particular format and on a topic that gets right at the heart of what matters most in a particular segment of study.”
- Tomlinson
RAFT
RAFT
Role: Who are you as the writer? Are you Abraham Lincoln? A warrior? A homeless person? An auto mechanic? The endangered snail darter?
Audience: To whom are you writing? Is your audience the American people? A friend? Your teacher? Readers of a newspaper? A local bank?
Format: What form will the writing take? Is it a letter? A classified ad? A speech? A poem?
Topic: What's the subject or the point of this piece? Is it to
Role Audience Format Topic
Semicolon Middle Schoolers Diary entry I Wish You Really
Understood Where I Belong
N.Y.Times Public Op Ed Piece How our Language Defines
Who We Are
Huck Finn Tom Sawyer Note hidden in a tree
knot
A Few Things You Should
Know
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Owner’s Guide To Maximize Product Life
Rain Forest John Q. Citizen Paste Up “Ransom”Note Before It’s Too Late
Reporter Public Obituary Hitler is Dead
Martin Luther
King
TV audience of 2010 Speech The Dream Revisited
Thomas
Jefferson
Current Residents of
Virginia
Full page Newspaper Ad If I Could Talk to You Now
Fractions Whole Numbers Petition To Be Considered A Part of
the Family
A word problem Students in your class Set of Directions How to Get to Know Me
Language A
rts
& L
itera
ture
Sci
ence
His
tory
Mat
h
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998
Consumer Education Class RAFT
In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to
different learning styles.
Role Audience Format Topic
Raw chicken
pieces
Chefs in training Dramatic
speech
Why foods like me (poultry)
require special handling and care
of utensils
Cartoon
characters
Saturday morning
viewers
Jingle, rap, or
chant
The importance of cleanliness and
washing hands
National
Restaurant
Organization
Restaurant
workers
Illustrated
Poster or Flow
Diagram
Proper care of knives and cutting
boards
Bacteria Ground beef Role play or
simulation
Dangers of thawing meat out on a
counter
Power
Company
Consumer
Relations
Dept.
Homeowners who
have lost power
for 3+ days due to
hurricane or ice
storm
Consumer Alert
messages for
broadcast on TV
What to do with items from the
refrigerator and freezer that have
come to room temperature
Mayonnaise
in egg salad
Picnickers Urgent Email Watch out! I’m going to get you!
3 things you learned2 things you are going to start/use in the class1 thing you still have question about
3-2-1 Exit!
Different Strokes for Little Folks
Differentiated Instruction
Differentiating the Learning Environment
What is Differentiated Instruction?
Technology and Multiple Intelligence
Lakeland Schools: Using Technology to Differentiate Instruction
Enhance Learning with Technology
Additional Resources
Lauren PantonChatham University [email protected]
Thank you!
Some materials adapted from a presentation by MelissaStorm, PhD, The Access Center and Lori Centerbar, Med,South Burlington Public Schools, VT. Other materials are froman ASCD Onsite Professional Development Class offered bySandra Page (www.ascd.org).
Thanks also to my colleagues Peggy Whyte and Alexa Stazenski