Problem Based Learning and Lesson Plan and Template Differentiated Curriculum with Technology Integration Becky Ford by oeb47489

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									   Differentiated Curriculum
   with Technology Integration

Becky Ford/Kay Bolen
Differentiation of Instruction does not
mean that you individualize instruction
or provide something “different” from
the normal lesson for a few struggling or
advanced students.
   It means that you think proactively,
    from the beginning, and the “normal”
    lesson includes more than one avenue
    for success.

   It means that you think about the
    diversity of your learners when you
    are planning and don’t ever again fall
    into the trap of thinking that “One size
    fits all.”
Differentiation simply means “shaking
up” what goes on in the classroom so
students have multiple options for
taking in information, making sense of
ideas, and expressing what they learn.
               -Dr. Carol Tomlinson
Why Differentiate?
   Kids come in different
     shapes and sizes as
     well as interests,
     learning profiles, and
     readiness levels.
   Differentiation will
     ensure high quality
     curriculum, maximize
     individual growth, and
     build a sense of
Differentiate according to students’:

                       -how students learn best.

                -refer to a student’s knowledge,
                understanding, and skill related to a
                particular sequence of learning.

                -refers to topics that peak students’
                curiosity/or topics that students’ have
                a passion to study.
Differentiate by:

      -refers to what teachers teach.

      -refers to how a student makes sense
      of, or comes to understand, the
      information, ideas, and skills that are at
      the heart of the lesson.

      -refers to assessment or demonstrations
      of what students have come to know,
      understand, and be able to do as a result
      of the learning process.
What strategies can
  teachers use to
instruction into the
   curriculum to
 maximize student
Learning Goals:
Understand, Be
  able to Do
Writing Example- Writer’s Voice

   Concept: Perspective
     Know:
       -Definition of voice
       -Techniques used to communicate voice
     Understand:
       -A clear writer’s voice communicates the writer’s
     Do:
       -Identify and describe writers’ voices in literature
       -Hypothesize/explain the relationship between writers’
          perspectives and their voices
       -Develop writer’s voice in order to communicate one’s
      Begin Slowly- Just Begin!!
Choices of books
Explorations by Interest
Homework options
Games for Mastery
Reading buddies
Open-ended activities
Multiple level questions
Varied journal prompts     CBT
Work in groups
Computer mentors
Flexible seating
            Tiered activities
             Tiered products
           Independent studies
         Multiple Intelligences
         Alternative assessments
            Learning contracts
          Compacting curriculum
           Concept Mapping
         Problem-based learning
              Interest centers
            Journal Prompts
           Group Investigations
     Teams, games, and tournaments
 R.A.F.T. (role audience format topic)
            Literature circles
    Anchoring Activity
   An Anchor Activity is a strategy that allows
    students to work on ongoing assignment
    directly related to the curriculum that can be
    worked on independently throughout a unit
    or a semester. An Anchor Activity is a logical
    extension of learning a unit, an elaboration of
    important goals and outcomes that are tied to
    the curriculum, and tasks that students are
    held accountable.
    Tiering Activities
   Tiering is an instructional and management
    strategy by
    which teachers differentiate to meet students
    at their readiness level, interest level, or by
    their learning profile.
   Tiered activities are very important when a
    teacher wants to ensure that students with
    different learning needs work with the same
    essential ideas and use the same key skills.
    R.A.F.T. Activities

   RAFTing is a strategy that integrates reading and
    writing in a non-traditional way.
    Students take what they have read and create a new
    product that illustrates their depth of understanding.

    The format is incredibly flexible and offers limitless
    opportunities for creativity. When you are first using
    a “RAFT” with your students, you will develop the
    specifics for each element in the acronym.
   ROLE: In developing the final product, what role will the
    students “take on”? Writer? Character?

    AUDIENCE: Who is the audience for the product? Other
    students? Parents? Local community? School board?

    FORMAT: What is the best product (writing format) that will
    demonstrate the students’ in-depth understanding of their
    interactions with the text? A writing task? Art work?

    TOPIC: This is the when, who, or what that will be the
    focus/subject of the final product. Will it take place in the same
    time period as the reading? Who will be the main focus of the
    product? What event will constitute the centerpiece of the
    Self-Directed Learning
   Self-directed learning is personalization of
    learning. Student individual characteristics, talents,
    interests and academic backgrounds are assessed.
    Then students direct their own learning at a pace
    agreed by the student, parents and teachers. In a
    student-centered, engaging learning environment,
    students are given a great deal of responsibility for
    and input into their own learning. The role of the
    teacher is to facilitate or guide learning rather than
    direct it.
    Ex: WebQuests, Software, Websites, etc.
    What Do I Have to Do?
   Don’t STRESS!!!
   Take a lesson from Comprehensive
    Curriculum, incorporate a High-Prep DI
    activity using technology to develop a
    “Mini” lesson.
   Lesson Plan Template is provided.
   Engage in hands-on DI technology
    ASCD Video- Rick Wormeli
Planning Effectively for Differentiated Instruction in the Classroom

 Start with good curriculum.
 Continuously assess where students are
 Create a sense of community
 Use flexible grouping
 Use multiple instructional DI strategies
Movie Time….

In Rick’s Classroom, Look For:

The nature of the learning environment
Connections between teacher and students
Quality of curriculum
The nature and uses of assessment
Your own questions about Differentiation
How Rick could incorporate technology into
 his lessons.
    Think About…
   What do you think you are already
    doing in your instruction that
    meets the needs of your students?

   Make notes or questions as we go
    through the video.
 Group Discussion

After viewing the video,
list some teaching
strategies observed that
could be implemented in
your classroom?
Rick differentiated by:
Readiness, Content, Product
According to students’
Readiness, Interest, Learning Profiles

High-Prep Differentiation Strategies
 Learning Styles

 Multiple Intelligences

 R.A.F.T. (Role Audience Format Topic)

 Independent Studies

 Literature Circles

 Alternative Assessments

 Tiered Products

 Scaffolding

            The BIG
   In what ways can a teacher
    incorporate differentiated
    activities into an existing
    curriculum using technology ?

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