Differentiating Instruction Using Technology November 29, 2007 Judith Zorfass, EDC Jenna Wasson, CAST
Goals of the Call • Learn about Differentiated Instruction (DI) • Collaborate to plan • Learn about resources to support next steps
Agenda • • • • • • •
Introductions Definition and Dimensions Key Practices using Technology Planning for Differentiating Instruction Reflection Next Steps Additional Resources
Introductions • Meet Judy and Jenna
• Who are you?
Definition of DI By differentiating instruction, we mean the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Teachers can do this most effectively by using a range of technology tools to engage learners at varying levels of readiness in multiple ways and by offering students options for demonstrating their understanding and mastery of the material.
Dimensions of DI • Three teacher-dependent dimensions (1) Content, (2) Process, (3) Products
• Three student-dependent dimensions (1) Interest, (2) Profile, and (3) Readiness
Teacher-dependent Ways to Differentiate By Content
Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, taperecorded materials, etc.
Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.
Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations
Student-dependent Ways to Differentiate By Interests
Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement
Consideration of gender, culture, learning styles, strengths, and weaknesses
Identification of background knowledge/gaps in learning, options in amount of direct instruction, options in amount of practice, options in pace of instruction, options in complexity activities, options in level of analysis/exploration of a topic
Key Practices • Embrace student differences • Use assessment data to guide instruction • Use choice to engage and motivate • Offer flexible groupings • Expect a variety of products to demonstrate learning
Embrace Student Differences • Provide assistive and accessible tools • Encourage students to create customized tools
Technology Resources TechMatrix
Search by subject, learning support, feature and/or product list in order to identify tools for your students and your setting. Customize your matrix results, and share your search with colleagues. http://www.techmatrix.org/
Make pages with to-do lists, notes, files, and images. Also features a Calendar and Reminders that can be sent via email or to your cell phone at predefined times. http://www.backpackit.com/. Online dictionaries in students' native languages help to build vocabulary and background knowledge. Word2Word is a syndication of multiple language dictionaries. www.word2word.com
Use Assessment Data to Guide Instruction • Employ progress monitoring and diagnostic tools • Facilitate students in tracking their own progress • Interpret data to guide your future instruction
Technology Resources National Center on Student Progress Monitoring provides you with information on progress monitoring tools to track and to chart student progress over time. See the list of reviewed tools at http://www.studentprogress.org/
Allows teachers to create online grade, attendance, or assignme