Using Technology in a Differentiated Classroom with Verizon Thinkfinity

1. Using Technology in a Differentiated Classroomwith Verizon Thinkfinity BJ Gallagher, PhD, CCC-SLP

2. Our premise and objective… Technology integration and differentiated instruction complement each other. This presentation provides the rationale for differentiating using technology, as well as a multitude of examples that may be used in your classroom.

3. What is Differentiation? is a process involving students, allowing them to process, construct, make sense of ideas within a classroom regardless of differences in ability. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests. Anderson, K.M. ( 2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54.

4. Where to start • Teachers recognize individual differences • Engage students in different sensory modalities as well as multiple intelligences and brain preferences • Use varied rates of instruction, complexity levels, and teaching strategies allowing students to express their knowledge learned in a variety of formats

5. Step One Complete a Pre-Assessment to set up your Flexible Grouping by noting each student’s: • Learning Profile • Interest • Readiness levels

6. Pre-assessment Tools Websites where you can create your own pre-assessments (subscription required): • http://www.quia.com • http://www.funbrain.com/teachers/index.html • Free survey creator http://www.surveymonkey.com • MI Inventory http://surfaquarium.com/MI/inventory.htm

7. Ways to differentiate Content The depth/complexity of the knowledge base a student explores Requires that students are pre-tested Teachers identify students who do not require direct instruction. Process The way in which a student gains access to knowledge A performance task enabling students to practice and understand the content Product The way in which a student's knowledge of a subject is demonstrated The outcome of the lesson—an assessment or project

8. Strategies for differentiating

9. Tiered Assignments Designed to instruct all students on the same objectives but at different levels of complexity and open-endedness. May be two or more tiers per assignment. The tasks at each tier allow students to process the information and gain understanding at their own ability level.

10. Compacting Process of modifying instruction by determining those basic skills students have already mastered Practice or repetition of those skills is replaced by more challenging option Alternatives may include enrichment or accelerated study.

11. Compacting the Curriculum • Cool! Awesome! What Is It? http://www.thirteen.org/edonline/lessons/cool/index.html • A Picture Is Worth a Thousand Words http://www.thirteen.org/edonline/lessons/1000words/index.html

12. Centers or Groups Interest groups used with secondary students Interest centers used with elementary students designed so that learning experiences relate to a specific interest Students may select a topic generating increased motivation

13. Web 2.0 Tools for Centers Blogs • Learning Clubs: Motivating Middle School Readers and Writers • http://www.readwritethink.org/lessons/lesson_view.asp?id=1168

14. Learning Contract A written agreement between the teacher and student. Teacher specifies the concepts and skills to be learned along with the required components of the assignment. The student identifies the methods for completing the tasks. The contract allows the student to work independently while setting daily and weekly work goals and developing management skills.

15. Lessons with Contracts • Student Contracts http://www.readwritethink.org/lessons/lesson_view.asp?id=141 • Student Reading Contract http://www.readwritethink.org/lesson_images/lesson141/contract.pdf

16. Flexible Grouping Students are not assigned to the same group for each task or area of study. Students may be placed in a group based on readiness, interest, and/or learning profile. Teachers or students may designate groups. Allows students to interact with a variety of their peers without being identified with any specific group or ability level

17. Differentiate by product, resources and interests What can we learn from the Chesapeake Bay Watershed? Grades 3-5 http://www.nationalgeographic.com/xpeditions/lessons/14/g35/chesapeakescience.html

18. Internet Scavenger Hunt • Building Vietnam War Scavenger Hunts through Web-based Inquiry • Can be differentiated by Internet readiness ability, resources, and interest. • http://www.readwritethink.org/lessons/lesson_view.asp?id=821

19. Cubing Helps students perceive an idea or concept from six different points of view. Each of the six faces of a cube represents a different perspective for an idea. Students roll the cube and complete the activity displayed on the top face of the cube. Tasks vary in difficulty Not all students/groups receive the same cube. May be differentiated by readiness, interest, and/or learning profile.

20. Use of Cubing in a Lesson • Strategic Reading and Writing: Summarizing Antislavery Biographies http://www.readwritethink.org/lessons/lesson_view.asp?id=1017

21. Independent Study Projects Independent study projects are research projects where students develop the skills for independent learning.

22. Use of Kidport • Students can explore on their own interests. http://www.kidport.com/

23. Subject Sampler using Tiering

24. Challenge Student Material Resources http://www.readwritethink.org/student_mat/index.asp A collection of supports for literacy learning in the K-12 classroom. Interactive tools can be used to supplement a variety of lessons Provide an opportunity for students to use technology while developing their literacy skills.

25. Complexity Word Study with Harry and Mudge http://www.readwritethink.org/lessons/lesson_view.asp?id=806 Struggling readers need instruction in word recognition to improve not only their reading skills but also their writing and spelling skills as well. Applying small-group differentiated reading model to a systematic word study of the past tense marker –ed, Helps second- and third-grade students identify both base words and suffixes. Reading differentiated with reading levels using Comic Book Creator

26. Complexity Concentration http://illuminations.nctm.org/ActivityDetail.aspx?ID=73 Play by yourself or against a friend to form pairs. Match numbers, shapes, fractions, or multiplication facts to equivalent representations. The game can be used to practice facts by using the clear pane mode, or for an added challenge, play the game with the windows closed.

27. Resources Web Resources Gallery http://www.readwritethink.org/resources/index.asp The Web Resources Gallery - a myriad of English language arts resources

28. Resources Meeting the Immigrants http://www.lubbockisd.org/webquests/MeetImmigrants/index.htm A webquest that differentiates focusing on various roles which provides a variety of resources

29. Outcomes Area Contractor http://illuminations.nctm.org/LessonDetail.aspx?id=L762 Gives students the opportunity to explore surface area in the same way that a contractor might when providing an estimate to a potential customer Once the customer accepts the estimate, a more detailed measurement is taken and a quote prepared. Students use estimation to determine the surface area of the walls and floor of their classroom. They check the reasonableness of their estimates, and then measure the classroom for accuracy. Differentiated by role in the group.

30. Outcomes The Great Gatsby Cruise http://questgarden.com/52/93/9/070627133821/index.htm A webquest that differentiates the product and process along with resources depending on the role chosen.

31. Process Graphs from the Unit Circle http://illuminations.nctm.org/LessonDetail.aspx?id=L785 Students use uncooked spaghetti to transfer lengths from the unit circle to a function graph on large butcher paper. They discover the key features of sine and cosine graphs. Students working in degrees, but another version of the handouts is provided for students working in radians.

32. Products Grow School Greens http://questgarden.com/79/09/6/090326165128/task.htm A webquest to create a garden. Differentiated by role in group along with selection of how the information is presented.

33. ThinkQuest differentiate through independent study ThinkQuest Website • http://www.thinkquest.org/ Examples of ThinkQuest sites • Sustainability http://library.thinkquest.org/06aug/01346/ • Living on the Brink http://library.thinkquest.org/06aug/02242/ • I Can Do That! Coping Successfully With Amputations • http://library.thinkquest.org/06aug/00021/

34. Additional Differentiated Web Sites • More places that you can visit every day. • Education World http://www.educationworld.com/ • Sites that lend themselves to differentiation: Ben's Guide to Government for Kids http://bensguide.gpo.gov/

35. Websites promoting differentiation

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39. Specific Types of Web 2.0 Tools

40. Blogs Learning Beyond the Classroom (PreK-2, Grades 3-5, Grades 6-8, Grades 9-12) • http://www.readwritethink.org/beyondtheclassroom/summer/

41. Career Blog Created for students ages 11-14 http://www.readwritethink.org/beyondtheclassroom/summer/grades6_8/

42. Podcasts Chatting about Books: Recommendations for Young Readers (Ages 4-11) • http://www.readwritethink.org/beyond the classroom/summer/podcastsvideos/CAB/013humore.asp

43. Wikis Accountable Book Clubs: Focused Discussions • http://www.readwritethink.org/lessons/lessons_view.asp?id+1163

44. Online Tools: • Scrapblog http://www.scrapblog.com/ • Scratch http://scratch.mit.edu • GoogleDocs http://www.google.com/google-d-s/intl/en/tour1.html • Social Networks Ning http://www.ning.com/

45. General Tools 4Teachers.org http://www.4teachers.org/tools

46. Free Web 2.0 tool links Cool Tools for Schools https://cooltoolsforschools.wikispaces.com/ Categories: Presentation, video, slideshow, widgets, research, collaborative, quiz and poll, converters, image, drawing, audio, mapping, music, writing, organizing, storing, and graphing! Hundreds of links.