This document discusses using technology to support differentiated instruction in the classroom. It provides examples of how teachers can differentiate content, process, and product for students using tools like PowerPoint, webquests, online learning centers, and Web 2.0 technologies. Specific strategies mentioned include using technology to provide multiple levels of instruction, track student performance, and allow for student choice and collaborative projects.

1. Differentiated Instruction and Some Technology to Support it Technology’s Influence on Differentiated Instruction

2. Steve Spengler, Director Instructional Technology Secondary Education Phone: 570-839-7121 ext 60325 Email: stevespengler@pmsd.org

3. No fear! Technology just becomes a tool for them.

4. And we’re still trying to figure it out.

5. I was hoping…

6. How true is this?

9. Education Illustrated www.educationillustrated.com

10. Let’s take a look at Differentiated Instruction

11. As you know, students come to our classrooms with a variety of:

16. Content Process Product Teachers Can Differentiate

18. http://www.pps.k12.or.us/curriculum/literacy/leveled_books/

19. http://www.mcps.k12.md.us/curriculum/littlekids/archive/litinst_creatingtext.htm

23. Technology-based learning centers Learning About Canada Geography Government History

27. WebQuests for D.I. WebQuest - The Scottsboro Boys' Trials Race, Gender, and Lies Your Job, Should You Choose to Accept It (which you'll do if you want to pass) PICK ONE! CHOICE #1: Prove Price Lied - Highest Possible Grade: A CHOICE #2: Why Did ( S)he Do It? - Highest Possible Grade: C http://www.sanmarcos.net/ana/Class/Eng2/Scottsboro10th.html

28. WebQuests for D.I. In addition to your written letter to Aunt Sally, your group must choose one of the following activities to present to the class: Brochure - Create a travel brochure urging people to move westward. Use the positive information you have compiled through your Web Quest. You must include at least 5 reasons why people should join the westward movement and examples of how people have benefited from moving out west in the past. Debate - Divide your group in half. Have one half present the positive side of your person moving west. Have the other half present the negative side of the person moving west. Include the information from your web quest to support both sides your arguments. Commercial - Create a story board and act out a commercial with your group telling and "selling" reasons why people should or should not move west. Include the information from your web quest to support your position. http://lakelandschools.org/edtech/Integration/quest/home.htm

30. Not to mention Web sites for D.I. http://vocabulary.co.il/

32. There’s so much GREAT stuff!

33. http://registration.beavton.k12.or.us/lbdb/default.htm

34. Instructional Resources – UnitedStreaming www.unitedstreaming.com

35. Instructional Resources – Streaming Media

36. Instructional Resource - K-12 Teaching & Learning Center www.k12tlc.org (.net) (.com)

37. netTrekker D.I. - www.nettrekker.com

38. Instructional Resources – PA Power Library Available to you on your desktop in schools or through your library card

39. Instructional Resources – PA Power Library

40. Instructional Resources – PA Power Library

41. Instructional Resources – PA Power Library

42. Instructional Resources – PA Power Library

43. Instructional Resources – PA Power Library

44. Instructional Resources – PA Power Library

46. Instructional Resources – PA Power Library

47. WLVT – Ch39 http://www.wlvt.org/WRITENOW/video-gen.htm

48. Discover Babylon ( http://www.discoverbabylon.org/) - Targeted at ages 8 –14, Discover Babylon © will use sophisticated video gaming strategies and realistic digital environments to engage the learner in challenges and mysteries that can only be solved through developing an understanding of Mesopotamian society, business practices, and trade. Food Force Online ( http://www.nationalgeographic.com/ngkids/games/food_force/) - Students can interact and play the game online using Shockwave. All you need is an Internet connection. It's not the full version of the game but it gives kids a taste of the game. Food Force Download ( http://www.food-force.com/) - This is the full download of the game. Search through this site for teacher resources, prior knowledge, and much more. This game runs both on the Windows and Macintosh platforms. Fate of Refugees in Sudan ( http://www.darfurisdying.com/) - This is a new one produced by the Reebok Human Rights Foundation. It is also online and requires Shockwave. Educational Games at the Nobel Site ( http://nobelprize.org/educational_games/) - These games and simulations, based on Nobel Prize-awarded achievements, will teach and inspire you while you're having FUN! Educational Online Games

50. Content Process Product Teachers Can Differentiate

54. Software for D.I.

55. Software for D.I.

56. Software for D.I.

57. www.gliffy.com

58. Content Process Product Teachers Can Differentiate

60. Teacher users vs. Student users How do you [adult/teacher] use the Internet? How do they [child/student] use the Internet?

62. Example - Read news differently? Web 2.0 stuff! Today’s Web 2.0 user doesn’t go to the news…he/she has it come to him/her!

64. Fits beautifully into differentiated instruction because it provides options!

65. Web 2.0 , a phrase coined by Al Gore in 2004, refers to a perceived or proposed second generation of Internet-based services—such as social networking sites, wikis , communication tools, and folksonomies — that emphasize online collaboration and sharing among users.

66. It’s also called the read/write Web.

70. Easily create simple Web sites - instead of asking students (or groups of students) to create Web-based content on Web sites, have them post the content into wikis. They're much less focused on the technical aspects of creating Web sites and much more focused on creating/developing content...which is seriously what we assess kids on anyway.

71. Project development with peer review - the collaborative nature of wikis allow kids to work together. There's novel concept...students working together and collaborating. Check it out! I also saw this wiki somewhere along the way. It's a collaborative writing project...check out the use of the wiki when interpreting Keats' An Ode to Grecian Urn . Students add their commentary or interpretation on lines within the text...awesome!

72. Group authoring - One of the coolest things sites is http:// wikibooks.org / . It's a collaborative initiative to create books. Check it out! Imagine creating our own textbooks that meet the needs of our own students...now that's innovative! Track a group project - the nature of the wiki is that it's collaborative. What's even better is that you can track the collaborative changes that are made! Follow a document as it is edited...track the changes and communicate with the team members. There is even a discussion board piece to them that allows for the team members to actually talk about it! So nice!

73. Data Collection The wiki best suited for this right now is JotSpot ( http:// www.jot.com / ), which has a data collection tool you can install with just a few clicks. It's recently been acquired by Google so bear with it as it is migrated over to Google.

74. Review classes & teachers - just imagine the ability to use wikis as review assignments, remediation, enrichment...the list goes on! Presentations - wikis could be the next level of presentation! Use it as a guide for visitors to move through your content.

76. Essential Skills for Differentiated Instruction Effective Management Strategies Thorough Knowledge of the Curriculum Consistent Use of High Leverage Instructional Strategies Know Your Students Thoroughly

77. Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate

79. http://ttc.coe.uga.edu/surveys Technology Tool! Learning Style Inventory There is also an Intelligence Survey on this page…also a good tool to use!

80. Learner Profile Card Auditory, Visual, Kinesthetic Learning Style Multiple Intelligence Preference Gardner Analytical, Creative, Practical Sternberg Student’s Interests Favorite Subject Gender Stripe

81. Sample Learner Card Tomlinson ‘03 Luanne Jones Period 3 Front Learning Style Sternberg Visual Creative Auditory Interests Drama Music Video Games Multi Intelligences Favorite Sub Musical Reading Linguistic Music Spanish Back

83. Essential Skills for Differentiated Instruction Effective Management Strategies Thorough Knowledge of the Curriculum Consistent Use of High Leverage Instructional Strategies Know Your Students Thoroughly

85. You’ve got to go below the surface...

86. to uncover the really ‘big ideas.’

93. Respectful Tasks – the “Equalizer” Readiness level matches level of cognitive complexity Expect all students to grow Appropriate levels of difficulty All tasks are interesting, important, and engaging for all students

96. “ This is Boring!” These words do not bring happiness to the hearts of teachers. Boring “A” “ I already know that; could you give me an opportunity to show you?” Boring “B” “ At the present time I do not know enough about the topic to be interested in it.” 2 kinds of bored

98. Assessment: Pre, During and Post Instruction

102. Your Name Things that tell something about you Things/people that have influenced you

103. Ongoing Assessment: The Key to A Differentiated Classroom

114. CONTENT PROCESS PRODUCT ASSESSMENT Pre - Post - Ongoing for Interest – Readiness – Learning Profile by Self – Peers - Teachers

115. What Have We Learned? Using your identified learning modality, develop a product from the list below to represent what you learned from today. Role play Advertisement Radio announcement commercial Comic strip Song/rap cheer Symbolic representation Comedy monologue Kinesthetic/ Tactual Visual Auditory

116. Essential Skills for Differentiated Instruction Effective Management Strategies Thorough Knowledge of the Curriculum Consistent Use of High Leverage Instructional Strategies Know Your Students Thoroughly

127. Partners Design Page

131. http://www.kennesaw.edu/education/soap/rex/keynote.ppt#256,1, Differentiating Instruction: The Journey

132. So it’s not just about this…

134. Differentiated Instruction and Some Technology to Support it Technology’s Influence on Differentiated Instruction