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Prezi Collaboration Group 5

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Kevin May

on 26 September 2012

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Transcript of Prezi Collaboration Group 5

Technology 1. What is differentiated instruction (DI)?
• Explain the basic principles of DI and include specific information and examples about differentiating the content, process, product, and environment. Section 2 Section 1 Section 3 Why use technology to differentiate instruction? Section 5 Students' prior technical knowledge Considerations for equipment/facilities Administrative support
for tech and DI initiatives will be based on approving:

-many number/types of strategies used in classrooms
-installation of necessary technical hardware equipment in classrooms
-budgets for the development of DI initiatives 4.
How do you implement tech and DI lessons, activities, and outcomes? Using Differentiated Instruction lessons and/or activities with technology has to follow these criteria:
to embrace student's differences
to assess data to guide instruction
to nurture choice to engage and motivate
to create flexible groupings
to use a variety of products to demonstrate learning (Zorfass & Wasson, 2007) http://www.teach-nology.com/tutorials/teaching/differentiate/ http://www.differentiatedinstruction.net/ http://www.readingrockets.org/article/263/ Links Differentiated instruction can simply be defined as anything a teacher does to make information more accessible to an individual. This strategy is used widely across all grades and subjects to help individuals succeed in the classroom. As stated in Smith and Throne’s article Differentiating Instruction with Technology in Middle School Classrooms, “DI practitioners make instructional decisions based on students’ readiness, interests, learning profile, and affect; the learning environment; and the curricular elements of content, process, and product”. Thus differentiation can take many shapes and forms. In my experience, I have primarily worked with differentiating mathematics instruction. The primary methods I have used have been inquiry based lessons and group work. My school works with a curriculum called College Preparatory Mathematics which encourages students to work together on tough open ended problems. They are all given roles and work together using whatever resources are available to them as they please. The book also comes with Algebra Tiles which are manipulatives that visual learners can use to help solidify concepts. Technology can be a powerful tool in differentiation in any classroom. I have personally used iPad apps that allow students to draw and rotate 3D graphs. It can help students with all different learning styles comprehend the material. Smith and Throne say “technology can assist us in our effort to engage students and personalize instruction according to students’ interests, levels of readiness, and learning styles”. There are many resources out there to help teachers connect with great web program and technology to help differentiate instruction such as edutopia.org as seen to the right. Differentiation
Rocks! Differentiated instruction can simply be defined as anything a teacher does to make information more accessible to an individual. This strategy is used widely across all grades and subjects to help individuals succeed in the classroom. As stated in Smith and Throne’s article Differentiating Instruction with Technology in Middle School Classrooms, “DI practitioners make instructional decisions based on students’ readiness, interests, learning profile, and affect; the learning environment; and the curricular elements of content, process, and product”. Thus differentiation can take many shapes and forms. A popular form today is project based learning (PBL) “To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process.” (Hall, Strangman, & Meyer, 2011) The implementation of Technology for Differentiated Instruction has to consider:
- students' prior technical knowledge
- teachers' prior technical knowledge
- considerations for equipment/facilities
- administrative support for tech and DI initiatives Teachers' prior technical
knowledge can be assessed indirectly from their portfolios, or directly through auditions. Assessing students' technical knowledge can be done:
-directly, using pre-tests and/or auditions
- indirectly, from students' self-reports, and/or inventories of prior courses or experiences Why differentiate instruction? Every student learns differently. The goal of differentiated instruction is to adapt the curriculum so that students’ individual skill levels and learning styles are accommodated. (link 1)

http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx Diane Ravich said that differentiation “maximizes each students’ growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction” (link 1). In other words, we differentiate because we have high standards for every student, and we know that to maximize their performance and growth we must do the best we can to meet their individual needs. Research confirms these ideas about differentiated instruction. For example, the work of Lev Vygotsky shows that students learn best when they’re working in what he calls the Zone of Proximal Development (link 2). Teachers must differentiate their instruction to make sure that students are each working within their individual zone. (link 2)

http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl/ Teachers should be aware of the technical equipment they have access in the classroom (e.g. internet connection, projector, scanner, printer, etc). Also, students may be equipped with android phones or tablets, this way facilitating
the use of web-applications. Differentiation doesn’t just mean adjusting the skill level of the curriculum; it can also mean providing choices so that students may pursue areas of personal interest. We use this kind of differentiation to increase students’ involvement and help them take ownership of their work. It also helps create a sense of community amongst students who share interests, which lends itself to yet another type of differentiation—grouping. (link 3) (link 3)

http://differentiation.asb-wiki.wikispaces.net/Differentiating+by+Interest Sierra Miller When Classroom
has the basic technological
equipment - especially internet
connection and projector - the implementation of technology and DI lessons and activities can make use of
many types of technology resources for:

- learning
- communication
- collaboration Learning Different subjects can be thaught/learned using applications as: Discovery (http://dsc.discovery.com/)
- Discovery education (http://www.discoveryeducation.com/)
- World2World Language Resources (http://www.word2word.com/)
- NASA Kids' Club (http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html)
- Education City (http://us.educationcity.com/_
- etc. Communications Education becomes fun when students can communicate with other educational communities over the Net, using: - Kids Social Network (http://www.kidssocialnetwork.com/),
- Scuttle Pad (http://www.scuttlepad.com/)
- Jackie Fame (http://www.jfame.com/),
- Facebook,
- Everloop,
- etc. Collaboration Using application for collaborative
work is not only easy but also very
efficient. There are many of these tools on the web starting from blogs, web-sites, to specific collaboration applications, as: - Bubbl (https://bubbl.us/),
- Skrdl (http://www.skrbl.com/),
- Google Docs (docs.google.com/)
- Prezi (http://prezi.com),
- etc. There are also sites that
are made especially for teachers,
to use them to teach any kind of subject,
or where sharing ideas and information
becomes an usual thing to do: - Edutopia (http://www.edutopia.org/),
- Delicious (http://delicious.com),
- PBS Teachers (http://www.pbs.org/teachers/),
- Education World (http://www.educationworld.com/),
- Teachers Teaching with Technology
- etc. http://www.edutopia.org/stw-differentiated-instruction-technology-elementary http://www.edutopia.org/adopt-and-adapt Cons Pros The existence of technology does not solve all problems of differentiation. There can be a high cost for starting up such a program, which works best if each student has their own laptop or computing device that they can take home. Educational software can be expensive. Schools themselves are not set up for computers, and there can be a lack of outlets or comfortable workspace. Tech-phobic teachers can slow down the implementation of technology. If districts do not provide adequate training or support for the technology, teachers will be unable to use it. Classroom management will be vastly different; students will be asked to work independently and be responsible for their own learning. This may work well for some but others might have more difficulty with the transition For many students, technology is an integral part of their lives. They are considered “digital natives” and spend large portions of their time using technology. New technology can be used in many ways to differentiate for students. It can help educators individualize instruction for content, process, and end products. Technology can help teachers tailor learning so that instead of teaching one lesson to all students at the same time and in the same way, students’ individual strengths and needs are addressed. One way to do this is to implement a centers-based approach to structuring the classroom. Prior to instruction, teachers can pretest students using software that helps determine each student’s strengths and weaknesses. Study Island and Education City test and track students in this way. Other programs can help determine students’ interests, preferred learning styles, and desired products. Students can work independently or in small groups on individualized lesson plans that integrate technology for learning, practice, and for creating projects. Programs such as Renzulli help track this data and create lesson plans for teachers. Renzulli also matches state standards to learning activities so that students are learning required skills. In addition to giving students more freedom and allowing them utilize their skills and interests, teachers benefit from technology as well. These software programs can free up much of their time that is often taken up by standardized test prep and teaching and assessing basic skills. Instead, teachers have more time to plan and assess complex projects. School becomes a more satisfying experience for all. Here are some articles about using technology to differentiate instruction: Environment Technology can be used to differentiate for the educational environment. Instead of limiting the classroom to a single space, teachers can post class material in an online e-room that students can access at any time. An ill student or a child who is traveling can participate in assignments and online activities. A child with different abilities (i.e. mobility issues or limited hearing) can participate fully in online learning. Teachers can make themselves available for homework questions after hours when normally students would be unable to contact them. Students can collaborate with each other on evenings or weekends without trying to meet physically. Students can even collaborate with others in different schools or even countries. Teachers can videotape lectures or reviews so that students can access the material anytime. Students, even shy ones, can participate in chats or voice thread activities so that they do not have to experience as much performance anxiety. Free image courtesy of FreeDigitalPhotos.net Process Reading can pose a massive challenge for some students. Difficulties with the process of reading can hinder a student’s learning experience and cause serious frustration. One way to differentiate the process of reading for students is by using a text-to-speech tool (link 1).

Text-to-speech technology differentiates the process of reading so that students can learn the same information without becoming overwhelmed or frustrated. Online text-to-speech tools that read in multiple languages (link 2) would also prove useful to differentiate world language classes for students who comprehend oral speech more easily than written text. They may also be helpful for all students to hear different voices speaking the target language rather than just the teacher's voice. (Link 1)
http://www.text2speech.org/ (Link 2)
http://text-to-speech.imtranslator.net/ Product Differentiating the product can be described as giving the students more autonomy in the presentation of the assignment. For example, a teacher may open up the requirements of presentation based assignment and let the students decide if they want to use a different method such as a video, skit, power point, or illustration. This autonomy encourages student’s individuality and allows them to use their own strengths in the assignment. Another way to differentiate the product is allowing students to work in groups or individually.

While giving the students room to create what they choose is important, it is also crucial to have guidelines so they are not lost. The teacher should provide a list of critical elements needed in the presentation as well as a rubric on how the students will be graded. This will serve as a guide for students as well as help to make sure they are not straying too far from the material. http://www.readingrockets.org/article/263/#products http://rubistar.4teachers.org/ http://www.hightechhigh.org/ This high school is know for it's project based learning focus and it's incredible projects that include product differentiation. Their website has detailed plans for many projects and examples of students work. Links:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/chat/ Content The content is supposed to concentrate on the same concept for all students, but the level of difficulty ought to be accustomed to diverse learners. The content should be formed of many examples, or formats, in a way to stimulate the interests of all students. Also, the content should provide a collection of different tools: media, on-line applications, boards with different levels of challenge. Content Differentiation in 3rd Grade Science The content should encourage students to express their own creativity, participation and interaction.
The students’ interest should be stimulated in the content using:
-I-Search Reports
-Open-ended activities
-Orbital Studies
-Slice of Life Links:



http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf Milan M'Enesti
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