Using Technology to Differentiate Instruction - TheApple.com Resources >> Browse Articles >> Utilizing Technology Featured Author: Mrs. Kelly Tenkely Kelly Tenkely is a technology teacher in a private school. One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Below you will find website suggestions that address the different learning styles in your classroom with the help of technology: Verbal-Linguistic These learners enjoy learning through speaking, writing, reading, and listening. Websites to encourage learning for Verbal-Linguistic students: 1. Allow students to express themselves creatively with words 2. Capture student voices with audio, text, pictures, and video 3. A free online word processor, and presentation tool 4. Students can podcast (voice recording) online. 5. – Students can create stories or mini-movies Logical-Mathematical
K-5 Instructional Technology Integration Resources - home Tools for Differentiation / FrontPage dhinstructionaltechnology - home The Best Resources On Differentiating Instruction My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). I also did a second two-part series in Ed Week on differentiation. Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson.
Stephanie Sandifer - Transformative Technology Coaching Welcome to the homepage for Transformative Technology Coaching. Included here are resources and information designed to help individuals make the shift from delivering traditional ed tech support to facilitating powerful and engaging Transformative Technology Coaching. Move beyond "tech support" and delivering one-shot ed tech workshops to become a Transformative Technology Coach focused on facilitating embedded, ongoing professional learning for all. Learn why traditional tech integration strategies don't work, and explore strategies, resources, and tools for effective and efficient coaching for transformed professional practice. Participants will learn about specific strategies and solutions for effective instructional, cognitive, and peer coaching that lead to more reflective, student-centered, authentic, and engaging learning. Instructional Coaching "Instructional coaches are onsite professional developers who teach educators how to use proven teaching methods. Cognitive Coaching
Digital Differentiation Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. They can be found in a newer post on this blog. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions.
The Differentiator Try Respondo! → ← Back to Byrdseed.com The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four
Centers: Effective Structures for Differentiation Photo by Woodley Wonder Works This article is written by Katie Haydon, founder of Ignite Creative Learning Studio. Learn more about Ignite at IgniteCreativeLearning.com or the Ignite Facebook page. Do you use centers in your primary classroom? If yes, you love them and can’t imagine life without them. Centers are an excellent tool for differentiation that will free you up to work with small groups of students, whether gifted, high-achievers, or those needing extra help. Centers, in my opinion, go beyond mundane and standard worksheet tasks. Though centers can be used at any time in the year, some teachers like to wait at least a week or two, and sometimes six weeks into the school year to implement them so that they can gain a greater understanding of their students and be confident that they are ready to follow protocol. One issue with large numbers of students in small rooms may be space.
Integrating the 16 Habits of Mind In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." And a renewed urgency for their integration. The Habits of Mind by Art Costa and Bena Kallick don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Ways To Differentiate Instruction - Classroom Q&A With Larry Ferlazzo (This is the first post in a two-part series on differentiation) I posed this question last week: "What is the best advice you can give to a teacher about differentiating instruction?" I've shared my response in an Ed Week Teacher article that I've co-authored with my colleague, Katie Hull Sypnieski. I'll limit my contribution here to sharing a useful link to The Best Resources On Differentiating Instruction. Experts in the field, though, have agreed to share their responses here, so today I'm pleased to publish answers from Carol Tomlinson and Rick Wormeli. Response From Carol Tomlinson Carol Tomlinson is an internationally-recognized leader and author in the field of differentiated instruction. My journey with differentiation began in my middle school classroom when it was quite clear that my one-size-fits-all approach to teaching was, in fact, not fitting many of my students. So some colleagues and I began to ask ourselves some fairly straightforward, if daunting, questions.