Technology Tools and Strategies

State College Area School District 1

Technology Tools and Strategies

Technology Tools and Strategies

for Differentiating Instructionfor Differentiating Instruction

presentation available atwww.scasd.org/one-to-one

Click link for District Resources

presentation available atwww.scasd.org/one-to-one

Click link for District Resources


Some of the Experts, RE: Differentiating Instruction

Carol Ann Tomlinson

Jay McTighe

Rick Wormeli


What is DI?

Rick Wormeli says “it’s doing what is fair for students.” best practices employed to maximize learning

requires us to do different things for different students some, or a lot of the time, to meet the needs of students

NOT individualized instruction, although that could happen at times

whatever works to advance student learning


Tools and Strategies for Differentiating…

Content- may vary in its level of vocabulary or conceptual complexity, or in its subject matter

Process- students use different processes to learn

Product- students demonstrate learning in different ways


Content Strategies

Use online quizzes to pretest for content needs

Use Internet content: infinite choices available at varying reading and sophistication levels

Use Scaffolding

Same objectives can be met, using content from multiple sources


Content Resources Quiz makers

as part of a content management system Quiz Star http://quizstar.4teachers.org Quia http://www.quia.com

Nettrekker http://school.nettrekker.com/frontdoor/

Renzulli Learning http://renzullilearning.com


Process Strategies Interactive websites

multiple modalities for learninganywhere, any time learning

Graphic organizers

Anchor activities can free teacher to work with pull-out groups

vv


What is a vivid verb? 1) Use paper and pencil to record what you see…Your

teacher will lead this activity. Close your eyes and imagine!

2) Discuss what you saw. What words were you able to visualize? What words could you NOT see?

3) Circle the vivid verbs on your paper.

4) Write your definition of a vivid verb on your paper.

5) Revise your narrative to make use of vivid verbs.


What is the difference between a

vivid verb and an adjective? First, lay out all of the cards available to you and your partner. Look over

all of the cards, then ask yourself

1) is this an action?

2) Can I see what it looks like?

If the answer is “yes,” you have a vivid verb!

Lay all vivid verb cards in the “yes” pile.

Lay all other cards in the “no” pile.

What do you notice? Discuss with your partner what you see as the differences.

Revise your narrative. Be sure all of your vivid verbs are red, and anything that is not a vivid verb is black. You may also continue to add vivid verbs during this time. You may talk to your partner about words in your essay if you are unsure about whether or not they are vivid verbs.


Time to take vivid verbs to the next level!

First, identify all of the forms of “to be” in your narrative. Forms of “to be: is, are, was, were, be, being, been, have, had, having. What happens when writers overuse forms of “to be” is that their stories involve less action and more explanation. That is, the writer is doing more telling than showing.

Your task is to eliminate as many of your forms of “to be” as you can. A rule of thumb for good writing is to use forms of “to be” only 3 or fewer times in a piece of writing. It is OK for you to talk with other members of your group for help with this task.

Revise your writing as you create ways to use vivid verbs to replace forms of “to be.” Good luck!


Process Resources

Thinkfinity (formerly known as MarcoPolo)

http://www.marcopolo-education.org/

Shodor Education Foundation http://www.shodor.org


Process Resources

Concept mapping Inspiration Cmap (free tool developed by an education

consortium in Florida) http://cmap.ihmc.us

NovaMind http://www.nova-mind.com/


Product/Assessment Strategies

Use technology tools to somewhat level the playing field for students

Allow students to choose how to demonstrate learning.

Configure grading program to address standards


Product/Assessment Resources

spreadsheet drawing word processing presentation photo management

image editing video production music production concept mapping comic creation

Consider all software on student laptops

http://rubistar.4teachers.org

Generic Rubric


Where to Start

Start with Standards

Create pre-assessment

Differentiate Content…

or Process… or Product.


Questions/Discussion

Documents

Technology Tools and Strategies