Using Technology to Differentiate Instruction

Cindy Pope, 2006

Why Use Technology? Technology engages learners by providing

students with self-directed learning opportunities and access to informational resources anytime, anywhere they have computers.

Technology motivates students because of the varied multimodal elements including visual, audio, kinesthetic components.

Technology allows students to connect with the 21st Century world students live in outside of school so that activities are relevant.

Teachers must however effectively select technology resources for learners to use their time and talents wisely.

Differentiated Instruction Starts With Assessment

K-W-L What do you already know about

differentiated instruction? What do you want to learn? Write down what you learn today and

what else do you want to learn.

Handout: http://www.teachnology.com/web_tools/graphic_org/kwl/

What is Differentiated Instruction?and why should we differentiate? “… at its most basic level

differentiated instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information (content), making sense of ideas (process), and expressing what they learn (product).”

Tomlinson (2001)

“We have to teach whatever we teach so that each student feels known, valued, and supported. The alternative is not only lower achievement in whatever we teach, but alienation of students from the learning of whatever we teach.”

Tomlinson (2005)

Match Differentiated Instructional Methods to Different Student’s Needs

Content

Process

Product

Learner readiness

Learner interest

Learner styles/ talents/profiles

Differentiated ActivityWhat is Your Learning Style Assessment? Visual Auditory Reading/Writing Kinesthetic Learning Styles Handout-

http://www.wright.edu/~carole.endres/learnstyles.htm

Differentiated Content Flexible Grouping Graphic Organizer Handout-

http://www.teach-nology.com/cgi-bin/concept.cgi Differentiated Process with Scaffolds Differentiated Product Choices

Differentiation by Readiness Vary text by ability

Match recommended web sites to student’s understanding and ability http://wizard.4teachers.org/builder/worksheet.php3?ID=32135

Adjust product based upon student’s ability Use text-to-speech capabilities

Scaffold along the way

Flexible Grouping

Anchor Activities

Anchors are core activities that students can go to when they have completed other tasks. These activities help with “ragged edges of time” and allow students to work at their own pace. Teach anchors to the whole classhttp://www.lakelandschools.org/EDTECH/activity.htm

Career & Keyboarding Anchor Activities:http://www.state.nj.us/njded/aps/cccs/tech/frameworks/

Differentiation by Interest Flexible Grouping

Interest Centers http://www.uen.org/themepark/exploration/careers.shtml

WebQuests developed by Dr. Bernie Dodge, 1995 San Diego University, California

http://webquest.sdsu.edu/

http://teachers.teach-nology.com/web_tools/web_quest/

WebQuest PartsIntroduction: EssentialQuestion- Why are wedoing this WebQuest?What will we learn?

Resources: Where dowe go to find theinformation we need?

Task: What will we bedoing?

Evaluation orGuidance: Rubric orguiding questions forassessment purposes.

Process: How will wedo it and with whom?

Conclusion: Reflectson the learning.Provide credit forresources.

Internet Resources Must Be Valuable and Matched to Learners C-Does the content of the web site match the

learner needs and interests? Does the text match the reading comprehension abilities of the learner?

O-Is the material organized in a logical manner? I-Is the Internet address from an unbiased location

or what is the bias? N-Is it easy to navigate the site? S-Is the source reliable for the information?

http://www.kidsclick.org

Differentiate by Learning Profiles Group Orientation(self, small group, whole group)

Learning Environment (noise, climate, structure) Provide Mutual Respect, Success Focus, Safety

Cognitive Learning Style (auditory, visual, tactile, kinesthetic)

http://www.teachnet.org/ntol/howto/adjust/

http://www.familyeducation.com/quiz/0,1399,3-2740,00.html

Multiple Intelligences Preference

Gardener’s Multiple IntelligencesLinguistic, Logical-Mathematical, Spatial, Bodily- Kinesthetic, Musical, IntrapersonalInterpersonal, Existential and Naturalistic

http://muse.widener.edu/~kab0306/Multintell.html http://www.casacanada.com/multech.html

http://www.sd33.plnet.bc.ca/OurSchools/evans/multipleintellignces.htm

http://www.sd33.plnet.bc.ca/OurSchools/evans/mi- heel.swf

DI DifferentiatedContent Strategies

Interest Centers

http://wizard.4teachers.org/builder/worksheet.php3?ID=45051

Different Texts Peer/Adult Mentors Audio/Video Recorders

http://www.thirteen.org/edonline/ntti/resources/video2.html

http://school.discovery.com/ontv/videoclips/math1.html

Compacting and Contracts

Compacting

Pre-Testing

http://www.quia.com/quiz/751622.html Alternate Assignment/Homework Computer Time Library Time Post-Test with other students

Differentiated Process

Simulationshttp://www.eduweb.com/portfolio/adventure.php

Independent Investigationshttp://library.thinkquest.org/TQ0313222/http://library.thinkquest.org/TQ0312702/http://library.thinkquest.org/4116/

http://library.thinkquest.org/03oct/01581/SpaceTravelEnglish/main.html

Differentiated Process Flexible Grouping Tiered Assignments

http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Learning Logs Learning Centers

http://ga.water.usgs.gov/edu/index.htmlhttp://www.aaamath.com/

Graphic Organizers http://www.eduplace.com/graphicorganizer/

http://www.teach-nology.com/web_tools/materials/timelines/

http://www.hyperhistory.com/online_n2/History_n2/a.html

Differentiated Product Allow students to show what they know by

choosing a way to demonstrate their knowledge: PowerPoint, Video, WebSite, Photography, Research Paper, Song, Artwork, Theatrical production, Electronic Portfolio

http://pathways.thinkport.org/flash_home.cfm http://ali.apple.com/ali_sites/ali/exhibits/10000

64/Student_Work.html http://ali.apple.com/ali_sites/ali/exhibits/10009

10/

Differentiated Product Rubric Assessments

http://rubistar.4teachers.org/index.php

Portfolio Authentic Assessments http://jonathan.mueller.faculty.noctrl.edu/toolbox

http://www.mehs.educ.state.ak.us/portfolios/clothildab/clothilda_beans.htm

Learning Logs

Journals

According to Tomlinson….

Try Something New Activity

Flexible Grouping in Subject Alike Teams and Special Areas

Highlight Unit Topics for Differentiation and Technology Materials

Lesson Plan Handout: http://www.thirteen.org/edonline/lessons/template.html

References Bloom, B. & Krathwohl, D. (1956) Taxonomy of Educational

Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longmans, Green.

Tomlinson. C. (2005) Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom, Handout Retrieved Online: http://ericec.org/digests/e536.html

Tomlinson. C. (2005) Differentiating instruction: why bother? Middle Ground, Vol. 9 No. 1.

Tomlinson. C. (2001) How to Differentiate Instruction in Mixed

Ability Classrooms, Alexandria: Association for Curriculum and Instruction.

Web Site Resources

ISTE Roadmap to the Internet

http://www.thejournal.com/the/resources/roadmap/

New Jersey Professional Development Port

http://www.njpep.org/classroom/homework_help/gen.htmDifferentiation Resources

http://www.internet4classrooms.com/di.htm

Web Site Resources http://www.thirteen.org/edonline/concept2class/

http://www.nwrel.org/msec/images/nwteacher/spring2002/model.pdf

www.gifted.uconn.edu/siegle/epsy373/Tomlinson.htm

http://www.teach-nology.com/tutorials/teaching/differentiate/

http://server1.ctsd.k12.nj.us/~cpope/teacherwebsite