Differentiated Curriculum with Technology Integration Becky Ford/Kay Bolen Differentiation 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. Differentiation 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 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 community. 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 incorporate differentiated instruction into the curriculum to maximize student learning? …FOCUS! Learning Goals: Know, 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 perspective 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 perspective ENSURE MAXIMUM LEARNING… Begin Slowly- Just Begin!! LOW-PREP DIFFERENTIATION Choices of books Explorations by Interest Homework options Games for Mastery Reading buddies Think-Pair-Share Open-ended activities Multiple level questions Varied journal prompts CBT Work in groups Computer mentors Flexible seating HIGH-PREP DIFFERENTIATION Tiered activities Tiered products Independent studies Multiple Intelligences Alternative assessments Learning contracts Compacting curriculum Anchoring Concept Mapping Stations Simulations 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. R.A.F.T. 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 action? 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 activities. 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… (Video) 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 TECHNOLOGY???????? The BIG Question? In what ways can a teacher incorporate differentiated activities into an existing curriculum using technology ?
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