Download course materials at:

Download course materials at:www.mrfarmersclass.com/teachers

A Few Words about Timothy Farmer

I. Introduction to Differentiated InstructionII. Differentiated Instruction using Web 2.0III. Wrapping it up: Web 2.0 & Bloom’s

Taxonomy

"What we share in common makes us human. How we differ makes us individuals.”

- Carol Ann Tomlinson

Let’s do a fuel gauge check

1/4 tank: in need of more “fuel”

1/2 tank: enough to take short trips

3/4 tank: ready for a long journey

full tank: enough fuel to share with others

PARTNER DISCUSSION

Introduction1. Name2. School/Location3. Grade/Subject4. Reason why you chose this session.

Part I: Introduction toDifferentiated Instruction

WHAT IS Differentiation?

Differentiation based on research and writings of:

Carol Ann TomlinsonProfessor of Educational Leadership

University of Virginia

What is Differentiated Instruction?

• Providing students with different avenues to acquire content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.” - Wikipedia

• Considering student’s varying background knowledge and preferences in lesson development.

What is Differentiated Instruction?

• “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”

– Carol Ann Tomlinson

Differentiation isresponsive teachingrather than one-size

fits-all teaching

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.

Howard Gardner

Animal SchoolVideo Clip

GROUP DISCUSSIONAnimal School

Video Clip

Differentiated Instruction helps us meet the needs of the

diverse learners in our classroom.

What diversity do we encounter in our classrooms?

The diversity of our diverse learners

Ability

Gender

Ethnicity

Socio-economics

Interests

Prior experiences

Learning preferences

Lining it all up: TRADITIONAL TEACHING LENS

Struggling learners

Advanced learners

Teaching to the MIDDLE

Regular/Average learners

Lining it all up: DIFFERENTIATION TEACHING

LENS

Struggling learners

Advanced learners

Students’ positions on this continuum change from theme to theme, topic to topic, level to level.

Lining it all up: DIFFERENTIATION

Any topic here

Struggling learners

Advanced learners

Students’ positions on this continuum change from theme to theme, topic to topic, level to level.

Differentiationis a teacher’s response to learners’ needs

guided by general principles of differentiation, such as

respectful

tasks

ongoingassessme

ntflexiblegrouping

Teachers can differentiate

according to students’

through a range of instructional and management strategies

ProcessContent Product

Interests Learning Profile

Readiness

Differentiation Non-Negotiables

• Supportive learning environment

• Continuous assessment

• High-quality curriculum

• Respectful tasks

• Flexible grouping

Differentiation Concepts

Classroom elements

ContentProcessProductsLearning Environment/ AffectAssessment

Differentiation

•Content•Process•Product•Environment•Assessment

Curriculum

Presentation

Pacing

Materials

Differentiation


Grouping

Complexity

Choice

Student-created

Differentiation


Modes ofexpression

Materials

Formats

Differentiation


Seating

Grouping

Movement

Atmosphere

Differentiation


Rubrics

Grading

Format

Modes ofexpression

FIVE MINUTES: Choose two of the activities in the chart below that you would like to investigate further. Research online. Reflect on how to implement with your students.

EXAMPLE DIFFERENTIATED ACTIVITIESEXAMPLE DIFFERENTIATED ACTIVITIES

Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats

Get to Know Your Students

Student characteristics Readiness Interest Learning Profile


Readiness & Interests Pre-assessments Every Student Response Surveys Formative Assessments


Learning Profile Grouping Preferences Cognitive Style Learning Environment Needs Information Processing

OPTIONS FOR DIFFERENTIATION OF INSTRUCTION

To Differentiate Instruction By

Readiness

To Differentiate Instruction By

Interest

To Differentiate Instruction by

Learning Profile

,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience

encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies

create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.

useful instructional strategies:

- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment

useful instructional strategies:- interest centersinterest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors

useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT

CA Tomlinson, UVa ‘97

How well do I know my students?

Think of a particular student.

Create a web of information you know about that student.


Highlight and label the learner characteristic for each item

Learning profile = LPInterest = I

Readiness = R


What don’t you know that would be helpful?

Reflect on how you might get to know that student better.

Differentiationis a teacher’s response to learners’ needs

guided by general principles of differentiation, such as

respectful

tasks

ongoingassessme

ntflexiblegrouping

Teachers can differentiate

according to students’

through a range of instructional and management strategies

ProcessContent Product

Interests Learning Profile

Readiness

What Differentiated Instruction…

IS• Differentiated instruction is

more QUALITATIVE than quantitative.

• Differentiated instruction provides MULTIPLE approaches to content, process, and product.

• Differentiated instruction is STUDENT CENTERED.

• Differentiated instruction is a BLEND of whole class, group, and individual instruction.

• Differentiated instruction is "ORGANIC".

IS NOT• Individual instruction • Chaotic or new• Just another way to

provide homogenous instruction (You DO use flexible grouping instead)

• Just modifying grading systems and reducing work loads

• More work for the "good" students and less and different for the "poor" students

Animal School Revisited

Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does,

however, mandate that a teacher create a reasonable range of

approaches to learning much of the time, so that most students find learning a fit much of the time.

Fuel gauge check

Think about your comfort level with differentiation in terms of a fuel gauge.





Time for a five minute break!

Differentiating InstructionDifferentiating Instruction Using Technology Using Technology

What we will do in this sessionWhat we will do in this session

• Discuss the connections between differentiated instruction and technology.

• Nine essential technologies for all teaching and learning.

• See some schools that are using technology in amazing ways to reach diverse learners.

• Strategies, strategies, and more resources differentiating instruction with technology.

Fuel gauge check

Think about your comfort level with integrating Web 2.0 Tools in terms of a fuel gauge.





“Most educational technology experts agree

that technology should be integrated, not as

a separate subject or as a once-in-a-while

project, but as a tool to promote and extend

student learning on a daily basis.”

- EducationWorld.com

Technology…Improves student achievement

Improves school efficiency and productivity

Helps teachers meet professional requirements

Improves learning skills

Helps schools meet ALL students’ needs

Promotes equity and access in education

Improves workforce skillsEdTechActionNetwork

A key to differentiating instruction is having a multitude of strategies to use with students on different learning paths.

Differentiating For Learning Style and Interest

Differentiating For Learning Style and Interest

• Differentiate using engaging, cooperative methods, teaching students learning strategies & skills using current collaborative Web 2.0 technology.

• Teach collaboration, critical thinking, synthesis, evaluation skills through the CREATION of web content.

• Teach more than content using Web 2.0 tools.

• How do you feel about using tools like blogs, wikis, or other web based tools for differentiation in your classroom?

• How do you think these tools support the differentiated instruction?

Opening Opening QuestionsQuestions

Nine Nine “Gotta Know” “Gotta Know” Technologies for DITechnologies for DI

Blogs Wikis Podcasts RSS

Social Bookmarking Social Networking

Video Sharing (You Tube)

• Weblogs- Known in shorthand as “blogs”, these Web sites are easily updated and can be interactive.

• Blogs have exploded in the past few years.

What’s a Weblog?What’s a Weblog?

Here are some sample school Here are some sample school blogs that students have blogs that students have

created:created:

From Chicago:From Chicago:

Global Citizenship Experiencehttp://www.globalcitizenshipexperience.com/

What GCE teacher, What GCE teacher, Warren Thomas Rocco says:Warren Thomas Rocco says:

“Positive surprises are that this works. It works regardless of literacy levels. It works despite the fact that we could've been better organized, more tactical in our management of student works online, more committed to encouraging excellence over…merely, completed works. And so on. You can see the potential. We're learning…”

• Read a wide variety of blogs before you begin. Here are some great teacher blogs that I love:http://www.lucygrayconsulting.com/blog.php

Lucy Gray, educational technology experthttp://langwitches.org/blog/

Silvia Rosenthal Tolisano, instructional technology

http://katherinemcknight.com/blog/Katie McKnight, literacy geek

Getting Started With Getting Started With Blogs:Blogs:

There are several great Blogging websites but this is my favorite.

www.blogger.comThis site is owned by Google and it’s not difficult to use.

Setting Up a Blog:Setting Up a Blog:

http://www.youtube.com/watch?v=wqYBa-zGsNQ&feature=related

• Post class materials• Post assignments and rubrics• Provide samples of work expectations• Post materials to support assignments (i.e.

reading materials, web links, web sites, and an area for student comments and postings)

• Class Schedule and Letter

Getting Started With Getting Started With Blogs: Blogs: Class BlogClass Blog

• Learning Logs and Reflective Journals• Reactions to Assigned Reading• Literature Circles• Questions and Comments about Current

Events• Word-A-Day• Math Problem-A-Day• Posting Projects• Posting Videos of Lab Experiments

Getting Started With Getting Started With Blogs: Blogs: Student BlogsStudent Blogs

Your Turn:Your Turn:

How can you use blogs for the teaching of your content area?

What are your questions and concerns about starting blogs with your students?

How can blogs support differentiated instruction?

• From the Hawaiian word, wiki-wiki, which means “quick”.

• Ward Cunningham created the first wiki in 1995.

• He wanted to create a web based tool that would make it easy for people to publish and author.

WikisWikis

• An attempt to present all of human knowledge, for free.• Actually more accurate than many people might think.• Has over 500,000 edits per day.

The Most Famous and Best Example of a The Most Famous and Best Example of a

Wiki: Wiki: WikipediaWikipedia

From Wikipedia (http://en.wikipedia.org/wiki/Wiki)

•Each wiki page has a link for editing.•Click the edit link and “tah-dah” you are ready to add, edit, and create content. •There are some ground rules that should be set up for the students for the wiki.

Wiki: The BasicsWiki: The Basics

Mr. Peronis, A Physics Teacherhttp://peronis.pbworks.com/w/page/15960585/W

elcome-to-Mr-Peronis-Physics-Site

Mrs. Atwood’s wikihttp://mrsatwood.pbworks.com/w/page/21730766/Fron

tPage

Sample Sample Education WikisEducation Wikis

Mr. Telles’s wikihttp://mrtelles.pbworks.com/w/page/

10239326/FrontPageMr. Lee’s Math Project

Wikihttp://acrospire.pbworks.com/w/page/1342627/FrontPage

More Sample WikisMore Sample Wikis

The Study Zone Wiki by Andrew Hillhttp://studyzone.pbworks.com/w/page/188

16338/FrontPageMs. Edwards’s

Wikihttp://msedwards.pbworks.com/w/page/21860548/FrontPage

A Few More Sample A Few More Sample WikisWikis

www.wikispaces.com

http://www.wikispaces.com/content/for/teachers

Getting Started with Getting Started with WikisWikis

http://educationalwikis.wikispaces.com/Aims to answer the question, how can I use wikis in education?http://educationalwikis.wikispaces.com/Examples+of+educational+wikisMore fabulous educational wiki examples

Tools to Help YouTools to Help YouAlong the WayAlong the Way

Your Your Turn:Turn:

How can you use wikis for the teaching of your content area?

What are your questions and concerns about starting wikis

with your students?

How do wikis support differentiated instruction?

Maybe You Won’t be Wiki-Maybe You Won’t be Wiki-Wiki Right Away with Your Wiki Right Away with Your

Wiki or BlogWiki or Blog

• Remember, good teachers tinker.• Experiment and take baby steps. • I’m not a techie, but I do think I’m a good teacher.• Ask questions, there are tons of educational

technology colleagues who are eager to draft members to the “other side”.

• What is it?• Three kinds of podcasts: audio,

visual, and video.• Audio are similar to radio

broadcasts.• Visual include graphics and images.

• Video are sometimes called vodcasts or v-casts.

PodcastsPodcasts

Some great educational sites for using podcasts:

Helpful site for getting started with podcasts and examine how teachers use this technology in classrooms:http://mabryonline.org/podcasts

Mr. Linden’s Libraryhttp://district.dearbornschools.org/schools/lo

ng/podcast/Long%20Elementary/Mr%20Lindens%20Library/312EAE78-AD8A-464B-ADA1-

908B1C173725.htmlTony Vincent’s site, Learning in Hand can help you

get started with podcasting.http://learninginhand.com/podcasting/

RSS

• Stands for “Really Simple Syndication” or “Rich Site Summary”

• A tool that brings information to you and places it in one account.

RSSRSS

Some Educational Uses for an RSS feed include:

Harvest news headlines from all over the Harvest news headlines from all over the world on any topic.world on any topic.

Research.Research.

Follow specific interests or people.Follow specific interests or people.

How can the RSS tool be used to differentiate instruction?

Is an organized system for saving websites rather than in an Internet browser.

Social NetworkingSocial Networking

How can you use this tool to differentiate content for a group of

diverse learners?

Social BookmarkingSocial Bookmarking

Facebook… we know that one.

TwitterKids LOVE to talk, so let them.140 character limit requires precision and application of editing skills. Use hashtags (#) to label conversations.

Social NetworkingSocial Networking

Perhaps the most well known is YouTube.Download via http://www.zamzar.com/School Tube www.schooltube.comTeacher Tube www.teachertube.com

Video SharingVideo Sharing

Glogsterhttp://edu.glogster.com/what-is-glogster-edu/

More Technology More Technology Tools for Tools for

DifferentiationDifferentiation

Twitterhttp://www.twitter.com

More Technology More Technology Tools for Tools for

DifferentiationDifferentiation

More Technology Tools More Technology Tools for Differentiating for Differentiating

InstructionInstruction

Google Docs are the next revolution in writing.

Allows for collaboration and the applications are extraordinary.

http://goo.gl/IVSKx

Web 2.0 Tools & Bloom’s Taxonomy

CLOSING ACTIVITY: Choose at least one of the Web 2.0 Tools & Investigate. Try to walk away with at least one tool that you can implement in your class to help differentiate instruction and meet the needs of the students in your class.

Fuel gauge check

Think about your comfort level with integrating Web 2.0 Tools in terms of a fuel gauge.





Start small but start…

"If we teach today as we taught yesterday, we rob our children of tomorrow."

John Dewey

(Vincent, T., 2009, Retrieved from http://www.slideshare.net/tonyvincent/education-technology-quotes)

Building Your Own Classroom Website

Differentiated Instruction

Parent Resources

Social Media

Student Interaction

Documents

Download course materials at: