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Differentiated Instruction & Technology Use

Differentiated Instruction & Technology Use

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Differentiated Instruction & Technology Use

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  1. Differentiated Instruction&Technology Use

  2. Is this differentiation?

  3. Differentiated Instruction & Technology Use What do we know about your classroom?

  4. Differentiated Instruction & Technology Use • 4 - Strongly Agree • 3 - Agree • 2 - Disagree • 1 - Strongly Disagree Regardless of the content, my teacher(s) always pre-test us to determine what we already know prior introducing any new subject area.

  5. Differentiated Instruction & Technology Use • 4 - Strongly Agree • 3 - Agree • 2 - Disagree • 1 - Strongly Disagree My teacher(s) frequently modify classroom activities based on my outside interests.

  6. Differentiated Instruction & Technology Use • 4 - Strongly Agree • 3 - Agree • 2 - Disagree • 1 - Strongly Disagree I always feel challenged in my classroom(s).

  7. Differentiated Instruction & Technology Use • 4 - Strongly Agree • 3 - Agree • 2 - Disagree • 1 - Strongly Disagree My teacher(s) always give(s) us options for completing any assignment or project .

  8. Differentiated Instruction & Technology Use • 4 - Strongly Agree • 3 - Agree • 2 - Disagree • 1 - Strongly Disagree Besides my regular classroom work, I am also assigned a long-term project in class that I work on whenever possible .

  9. Differentiated Instruction & Technology Use Differentiation Score Card 16 - 20 points = Exceptional Differentiation 11 - 15 points = Moderate Differentiation 10 - 14 points = Low Differentiation

  10. LoTi Framework: An Indicator for Differentiation • Level 0 - Nonuse • Level 1 - Awareness • Level 2 - Exploration • Level 3 - Infusion • Level 4a - Integration (Mechanical) • Level 4b - Integration (Routine) • Level 5 - Expansion • Level 6 - Refinement

  11. ExtremeDifferentiationSimulation

  12. Differentiation-in-Action Pick a Course or Grade Level: Pick a Content Area: Identify Two Major TEKS relating to the Content Area:

  13. Differentiation-in-Action Select a Bloom’s Level: 1. Application 2. Analysis 3. Synthesis 4. Evaluation

  14. Differentiation-in-Action Select an Area of Student Interest: 1. Neighborhood 2. Environment 3. Personal Improvement 4. Survival 5. Travel 6. Family

  15. Differentiation-in-Action Select a Learning Profile: 1. Linguistic 2. Spatial 3. Bodily/Kinesthetic 4. Musical 5. Interpersonal 6. Intrapersonal

  16. Case Study #3 Differentiation-in-Action Select Two Technology Application TEKS: 1. Foundations: Demonstrate proficiency in using different input devices (e.g., D/V cameras, scanner, CD-ROM) 2. Information Acquisition: apply appropriate electronic search strategies in the acquisition of information 3. Solving Problems: demonstrate proficiency in the use of multimedia authoring programs 4. Solving Problems: Integrate two or more productivity tools into a document 5. Communication: demonstrate appropriate use of graphics, fonts, etc. to communicate effectively

  17. Differentiation-in-Action Design a Performance-based Task (Product) for a Classroom Based on Your Selected Variables….

  18. Differentiation means creating multiple paths so that students of different readiness levels , interests, or learning profiles experience equally appropriate ways to absorb, use, develop, and present concepts as part of the daily learning process. Specific strategies for differentiation include:

  19. Personal Agendas are personalized lists of tasks that a student must complete in a specified time, usually two to three weeks. A Compacted Curriculum encourages teachers to assess students before beginning a unit of study or development of a skill. Students who do well on the pre-assessment do not continue work on what they already know. Flexible Grouping allows students to be appropriately challenged and avoids labeling a student's readiness as static.  Strategies for Differentiating Interest-Based Investigations provide opportunities for students to explore topics of personal interest while supporting their research skills.

  20. A Learning Contract is a written agreement between a teacher and a student that will result in students working independently. The contract helps students to set daily and weekly work goals and develop management skills. • Graphic Organizers are visual representations of knowledge, concepts or ideas. • Library of Graphic Organizers • Graphic Organizers • WriteDesign On-Line - Graphic Organizers • Graphic Organizers • Graphic Organizer Makers • SCORE Language Arts • Exit Cards summarize in one clear sentence the main idea of a specific learning experience.

  21. Differentiation Instruction Power Point from Carrol ISD

  22. Differentiated Instruction & Technology Use The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward