Using Technology to Differentiate - Washington County Public Schools

Transcription

Using Technology to
Differentiate Instruction
By: Judy Honaker, ITRT--Washington County Schools
honaker@wcs.k12.va.us
Why try differentiation?
“I like this class because there’s
something different going on all the
time. My other classes, it’s like peanut
butter for lunch every single day. This
class, it’s like my teacher really knows
how to cook. It’s like she runs a really
good restaurant with a big menu and
-Comment from a course evaluation
all.”
pg. 75 The Differentiated Classroom
Honaker Differentiation
2
Differentiate or Lose 2/3
When a teacher tries to teach
something to the entire class at
the same time, chances are, onethird of the kids already know it;
one-third will get it, and the
remaining third won’t. So twothirds of the children are wasting
their time.
Lillian Katz
3
Differentiated Classrooms…
• have teachers that
differentiate- content, process,
product, and environment
according to a student's
readiness, interest and
learning profile.
http://adifferentplace.org/teachers.htm
http://members.shaw.ca/priscillatheroux/styles.html
4
Differentiated Classrooms
Content- what the teacher wants the student to
learn and resources to accomplish the task
Process- activities designed so students use
skills to make sense out of information
Products- demonstration of what students learn
Environment-change lighting, eliminate visual
distractions, use casual seating
Readiness- student's ability level for increased
learning
Learning Profile- how an individual student learns
http://adifferentplace.org/teachers.htm
5
Differentiated Classrooms--Environment
6
Instructional Techniques that
Support Differentiation
•
•
•
•
•
•
Initial and On-Going Assessment
PowerPoint –Teaching & Playing
Web quests & Web Inquiry
Virtual Field Trips
Inspiration Software & Word
Internet (Hotlists) –TrackStar!!!!
7
Instructional Techniques that
Support Differentiation
•
•
•
•
•
Project Based Learning– Web Pages
Learning Centers / Stations
Flexible Grouping
Tiered Tasks
Communication
• HOTS— Movie Maker
• Testing
8
Assessment
Assessment
• Technologies Available
– Learning Access
• Online reading and mathematics
assessment tool
• www.vantagelearning.com
– My Access!
• Online writing tool
• www.gomyaccess.com
– Classroom Wizard
• Scantron
• www.classroomwizard.com
10
Assessment
• QUIA (http://www.quia.com/pages/judyhonaker.html)
• MOODLE- Instructional Resources
(http://moodle.wcs.k12.va.us/course/view.php?id=22)
• ON-LINE TEXTBOOKS
11
PowerPoint Teaching
Metaphor:
A comparison that doesn’t
use “like” or “as”—such as
“He’s a rock” or “I am an
island.”
13
An implied comparison
between two basically
different things. Does NOT
use the words “like” or “as”.
His eyes were
daggers that
cut right
through me.
Differentiated Instruction
Student Book Report Options
– Stand up comedy
– Written report
– Poster
– Slide show
– PowerPoint presentation
16
HATCHET
Setting the Stage
You are on a trip to Alaska to visit an old
friend. From Chicago to Anchorage you are
the only passenger in a small, three man
plane. Midway through the flight something
goes wrong--your plane crashes!
Questions for Thought:
You have no idea where you’ve
crashed. Would you try to walk
your way out? Or would you sit still
and wait for help to come?
18
Book Report Projects
Break up into groups of 3-4 people
per group. We will spend the rest of
class today and tomorrow
researching and preparing to share
information on your topic with your
classmates.
19
The Assignment:
Each group will take one of the following
topics. Find as much information as you can
about your topic. The end of the day tomorrow
will be spent presenting your information to the
class. You may use posters or other props as
you need them.
Gary Paulsen, the author
NThe Canadian Mountains
Small, single engine planes
Wilderness Survival
Divorce (statistics, effects on children, etc.)
20
Where do we start?
Below is an Internet address for a website
containing information about your topic.
There are other sites available. Use this
site as a starting point in your search.
www.garypaulsen.com
21
Where do we start?
The Canadian Wilderness
Some things that you might want to cover with
this topic include the weather, animals found in
region, how populated is it, and what mountain
ranges are found here. Use these websites as a
starting point in your search.
www.mobot.org/MBGnet/sets/taiga/index.htm
www.mobot.org/MBGnet/sets/taiga/animals/ind
ex.htm
22
Where do we start?
Small Planes
Below is an Internet address of a website
that you may find useful in your search.
Some key words to use in your search
include bush planes, small airplanes, and
single engine airplanes.
www.cessna.textron.com/home.html
23
Where do we start?
Wilderness Survival
Below are some web sites that may be
useful to you in beginning your search.
• www.bcadventure.com/adventure/wilder
ness/survival/index.html
• www.adventuresports.com/asap/product
/mpi/basics.htm
24
Where do we start?
Divorce
Below is a websites to help you get started in
your search. Some things you may want to
look for are statistics on divorce and its effects
on children.
www.divorcereform.org/stats.html
25
PowerPoint Games
$300 Question from M-O
A long speech by one character in a
play or story (that everyone is
supposed to hear).
Example: Johnny Carson, Jay Leno, and
David Letterman do this on the Late Shows.
$100 Question from M-O
The use of words that sound like
what the mean.
Example: Ping, Ring, Buzz,
Bradley W.
“The Teacher”
What on Earth is Algebra?
Ms. Honaker’s Algebra I
44. If the line containing these points is plotted
on a coordinate plane, what should the graph
look like?
30
Why are you
So “Heated”
Stick a Fork “Fahrenheit” I’m 2 Feet I Stepped in
In Me I’m Was a Crazy Tall and Have Winnie the
Done
Guy
No Friends
Pooh
1pt
1 pt
1 pt
1pt
1 pt
2 pt
2 pt
2pt
2pt
2 pt
3 pt
3 pt
3 pt
3 pt
3 pt
4 pt
4 pt
4pt
4 pt
4pt
5pt
5 pt
5 pt
5 pt
5 31pt
Web Quests and Web Inquiry
WebQuests
• WebQuests
– www.bestwebquests.com
http://webquest.sdsu.edu
– Essential Elements include
• Introduction
• Task
• Process
• Resources
• Evaluation
– Bernie Dodge
–
“Guru”
of
the
WebQuest
33
WebQuests
http://webquest.org/
34
WebQuests
A variety of topics available for different grade levels:
http://webquest.sdsu.edu/
35
WebQuests
http://www.bestwebquests.com
36
WebQuests
http://www.bestwebquests.com/bwq/listarea.asp?wqcatid=8&edid=
37
Ocean Fantasy
http://drb.lifestreamcenter.net/Lessons/ocean/index.htm
38
Raging Waters
http://drb.lifestreamcenter.net/Lessons/RagingWaters/
39
Literary Explorer Guides
http://drb.lifestreamcenter.net/Lessons/
A Wrinkle In Time
http://drb.lifestreamcenter.net/Lessons/Wrinkle/index.htm
40
Web Projects
• Track Star
http://trackstar.4teachers.org/
• 279234,
279661,
279219
41
Virtual Field Trips
Virtual Field Trips
http://www.internet4classrooms.com/vft.htm
43
Differentiating by Process
• Refers to learning activities that help students
come to understandings and acquire essential
skills and knowledge as outlined by the
curriculum
• Technologies available
– Kidspiration/Inspiration
• Graphic organizer
• www.inspiration.com
44
Graphic organizer
http://www.inspiration.com/productinfo/inspiration/using_insp
45
/index.cfm?fuseaction=insp_archive
Differentiating Content
• Refers to what we teach – skills,
knowledge, and understandings we
want students to learn
• Kids Safe Search Engines
• http://www.wcs.k12.va.us/users/honaker
/safe_search.html
– KidsClick!
• Reading level appropriate search engine
• www.kidsclick.org
46
Differentiating Content
• Technologies available
–United Streaming
• Standards-based digital video
library
• www.unitedstreaming.com
47
Using Hyperlinks
to enhance presentations
TEST
Systems of Linear Equations
Using a Graph to Solve
GAME
TEST
GAME
How to Use Graphs to Solve Linear Systems
y
Consider the following system:
x – y = –1
x + 2y = 5
Using the graph to the right, we can
see that any of these ordered pairs will
make the first equation true since they
lie on the line.
x
(1 , 2)
We can also see that any of these
points will make the second equation
true.
However, there is ONE coordinate
that makes both true at the same
time…The point where they intersect makes both equations true at the same time.
50
How to Use Graphs to Solve Linear Systems
Consider the following system:
x – y = –1
y
x + 2y = 5
We must ALWAYS verify that your
coordinates actually satisfy both
equations.
(1 , 2)
x
To do this, we substitute the
coordinate (1 , 2) into both
equations.
x – y = –1
(1) – (2) = –1 3
x + 2y = 5
(1) + 2(2) =
Since (1 , 2) makes both equations
true, then (1 , 2) is the solution to the
1+4=53
51
system of linear equations.
Hyperlink: url
Make a hyperlink to the author’s webpage:
52
Hyperlink: Image
Use “insert Hyperlink” to link the highlighted text
to an image file:
53
Hyperlink: Audio/Video
54
Grouping
Sample Student Projects
• Individual & Group Assignments
• Bully Busters Lesson Plans
• Student Project-Bullying Video
56
Sample Student Projects
• Nolan
• All About Me
• Plate Tectonics
• Bringing the World to You
• Paris
• Ocean Floor
57
Examples of Grouping Formats
Whole group instruction
A grouping strategy that is used
to enhance learning when all
students have approximately the
same level of prior knowledge and
no critical differences in learning
style preferences, interests, effort
or motivation.
58
Cooperative learning groups
A grouping technique in which
learners participate in small teams
on similar tasks. The strategy is
based on social learning theory
which states that increased learning
results when students engage in
discussions and other forms of
verbal interaction.
59
Flexible, small groups
A grouping strategy that is used to enhance
learning when significant differences exist among
students. Flexible, small, groups of students (2-5)
are formed for short periods of time to address
critical differences in students’: interests, learning
style preferences, questions, motivation,
expression style preferences, prior knowledge,
readiness to learn, and learning rate. Group tasks
are different and honor student differences. These
groups can be facilitated by a teacher or students.
They may support collaborative teaching and
learning activities.
60
Dyads
A grouping strategy in which
students are paired for a variety
of purposes: to share thinking, to
complete a task, to analyze and
reflect on a completed task, or to
check each other’s work.
61
Tutoring
A grouping technique in which
the teacher works one-on-one
with a student. It is used to
address unique facets of a
learner’s prior knowledge,
cognitive, or social and
emotional profile.
62
Digital Text
& On-Line Editing
What is Digital Text?
• Text stored as strings of
characters.
– If you can select and change the
font of text on the computer
screen, it’s digital text
– Many books and historical
documents have been converted
to digital format, for access via
computer.
64
Digital = flexible &versatile
Tale of Two Cities
…It was the best of times, it was
the worst of times, it was the age of
wisdom, it was the age of
Tale of Two Cities
…It was the best of times, it was
the worst of times, it was the age
of wisdom, it was the age of
65
Free Digital Text
•
•
•
•
•
•
•
•
•
Dickens
Robert Frost
Mark Twain
Edgar Allan Poe
Rosa Parks
Star Spangled Banner
Bill of Rights
The Jungle
First Across the Continent
•
•
•
•
•
•
•
•
•
The Tell-Tale Heart
Heidi
Oliver Twist
Tom Sawyer
Little Women
Kidnapped
The Silver Balloon
Dragonwings
Mary Poppins
66
How-to find Digital Text
Free Books Online
• Internet Public Library
http://www.ipl.org
• Project Gutenberg
http://promo.net/pg/
• University of Virginia's e-Book Library
http://etext.lib.virginia.edu/ebooks/ebooklist.html
67
Benetech’s BookShare
• Inexpensive books online
• Over 12,000 titles
http://www.bookshare.org
•The Black Pearl
•Johnny Tremain
•Caddie Woodlawn
•Tuck Everlasting
•Strider
•Dear Mr. Henshaw
•Sarah, Plain and Tall
•The Mouse and the Motorcycle
•Ribsy
•Island of the Blue Dolphins
•Old Yeller
•Dragonsong
68
What is Talking Text?
• Words on the screen are read by the
computer on command
• In some cases, the words need to be
highlighted first
• Allows reading of individual words or
phrases
• Works with word processors, websites,
and more
• Often called text-to-speech
69
Talking Web Sites
• Merriam Webster OnLine
http://www.merriam-webster.com
70
Online Editing
Teachers and students can give and
receive less-directive feedback
electronically by…
– Highlighting a problematic passage
– Using “strikethrough” to edit text
– Inserting an editor’s comment in text
– Inserting a link to a grammar Web site:
http://www.ccc.commnet.edu/grammar/
www.wsu.edu/~brians/errors/errors.html
71
Word Features
AutoSummarize
• A tool that will:
• highlight key sentences or
• extract key parts of a document
Why?
• Pre-reading for meaning by students that
struggle with comprehension due to
decoding problems or learning disabilities
• Post-reading as a way of consolidating
learning
72
Word Features
AutoSummarize
73
Word Features
AutoSummarize
74
Online Editing - highlight
Highlight a section of text a student needs to work on:
75
Online Editing -- Strikethrough
76
Online Editing - comment
77
Online Editing - hyperlink
78
Wikipedia.org - Free
Encyclopedia
79
Ways to Differentiate Content
• Reading Partners / Reading Buddies
• Read/Summarize
• Read/Question/Answer
• Visual Organizer/Summarizer
• Parallel Reading with Teacher Prompt
• Flip Books
• Split Journals (Double Entry – Triple Entry)
• Books on Tape
• Highlights on Tape
• Digests/ “Cliff Notes”
• Notetaking Organizers
• Varied Supplementary Materials--texts
• Highlighted Texts
• Think-Pair-Share/Preview-Midview-Postview
Tomlinson – ‘00
80
How does differentiation compare to a
traditional classroom?
Traditional Classroom
1.
2.
3.
4.
5.
6.
7.
8.
1.
Assessment at the end of a unit of
study
2.
Dominance of whole class
instruction
Adopted textbooks the main
3.
instructional resource
Teacher the main problem solver
4.
Quantitative focus on
assignments
5.
Commercially prepared
6.
worksheets the primary method
of practicing skills
7.
Convergent questions dominate
and single correct answers
rewarded
8.
Instruction time predetermined
and relatively fixed for assigned
tasks - inflexible
Differentiated Classroom
Assessment ongoing, diagnostic
and influences instruction
Variety of instructional strategies
and arrangements within a
classroom
Multiple types of materials utilized
as resources
Students actually engaged in
solving problems
Qualitative focus to assignments
Students use multiple methods of
skill practice
Questions asked by students and
teachers, open-ended questions
spark divergent thinking
Student assessment determines
how much time spent on a task or
project - flexible
81
Map
Diagram
Sculpture
Discussion
Demonstration
Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Lecture
Questionnaire
Flag
Scrapbook
Graph
Debate
Museum
Learning Center
Advertisement
Book List
Calendar
Coloring Book
Game
Research Project
TV Show
Song
Dictionary
Film
Collection
Trial
Machine
Book
Mural
Award
Recipe
Test
Puzzle
Model
Timeline
Toy
Article
Diary
Poster
Magazine
Computer
Program
Photographs
Terrarium
Petition Drive
Teaching
Lesson
Prototype
Speech
Club
Cartoon
Biography
Review
Invention
82
Begin Slowly – Just Begin!
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal Prompts
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Design-A-Day
Varied Supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning
profile
Use of collaboration, independence, and
cooperation
Open-ended activities
Mini-workshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
Multiple-intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing formats
83
Resources
• Tiered Curriculum Project:
http://ideanet.doe.state.in.us/exceptional/gt/tiered_c
urriculum/welcome.html
• Best Practices: Instructional Strategies and
Techniques
http://www.saskschools.ca/curr_content/bestpractice
/tiered/process.html
• Differentiation: A Hotlist of Websites
http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiat
ed_instruction.htm
• Enhance Learning with Technology
http://members.shaw.ca/priscillatheroux/differentiati
ng.html
84
Additional Resources
• Project Poster
http://poster.4teachers.org/
• Track Star
http://trackstar.4teachers.org/trackstar/index.jsp
• 4Teachers
http://www.4teachers.org/
• WebQuest Taskonomy
http://projects.edtech.sandi.net/staffdev/tpss99/tasksi
map/
• Filamentality
http://www.kn.pacbell.com/wired/fil/index.html
85
• Internet Sites
– A Different Place
• www.adifferentplace.org
– The Math Forum
• www.mathforum.org
– Marco Polo
• www.marcopolo-education.org
Additional
Resources
•
Books
– Cole, R. (2001) More strategies for educating everybody's
children. Alexandria, VA: ASCD.
– Levine, M. (2002) A mind at a time. New York, NY: Simon and
Schuster.
– Tomlinson, C. (2001) How to differentiate instruction in mixedability classrooms, 2nd ed. Alexandria, VA: ASCD.
– Tomlinson, C. (2003) Fulfilling the promise of the differentiated
classroom: Strategies and tools for responsive teaching.
Alexandria, VA: ASCD.
– Tomlinson, C., & Eidson, C. (2003) Differentiation in practice: A
resource guide for differentiating curriculum, grades K-5.
Alexandria,VA: ASCD.
86
Internet Resources
• http://www.sp.uconn.edu/~nrcgt/sem/se
mart08.html
• http://eduscapes.com/nature/
• http://www.mindtools.com/rdstratg.html
• http://www.bertiekingore.com/readingin
struction.htm
• http://www.lexile.com/DesktopDefault.a
spx?view=ed&tabindex=0&tabid=1
• http://www.everydayspelling.com/spelli
nglist/
87
•
•
•
•
•
•
•
•
•
•
•
•
•
http://adifferentplace.org/products.htm
http://www.learningstyles.net/
http://www.creativelearningpress.com/clp/203.html
http://hale.pepperdine.edu/~djpotter/howard_gardne
r__multiple_i.htm
http://www.accelerated-learning.net/multiple.htm
http://partners.mce.be/wbt/mbti/index.htm
http://www.personalityproject.org/perproj/others/heineman/diagn.htm
http://www.advisorteam.com/temperament_sorter/re
gister.asp?partid=1
http://www.metamath.com/lsweb/dvclearn.htm
http://www.ulc.arizona.edu/assessments.htm
http://www.plsweb.com/resources/kaleidoscope/
http://www.learning-styles-online.com/
88
WestED Knowledge Brief
Background Info:
Using Flexible Technology
to Meet the Needs of
Diverse Learners:
What Teachers Can Do
http://www.wested.org/cs/we/view/rs/763/wresources2
http://www.wcs.k12.va.us/users/honaker/
89

Using Technology to Differentiate - Washington County Public Schools

Transcription

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