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Differentiation with Technology
- 1. DifferentiationMaking Sure WeHave Their Number and We Aim for It!
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- 3. From Tomlinson_QualityDI.pdf, ASCDSan Antonio March 2010
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- 5. Shaking It UPStudentsneed options for taking information in, organizing and making sense of ideas, and expressing what they learn
- 6. Slide FromTomlinson ASCD Presentation 2010
- 7. A Fundamental Goalis to ensure that each student understands the essential questions and enduring understandings. Slide From Tomlinson ASCD Presentation 2010
- 9. Why do IT?Mind,Brain, Education Research
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- 11. What We KnowBrainsare as unique as faces.All Brains are not equal in their ability to solve problemsBrain is highly plastic.Brain is changed by experience.Brain connects new information to old.
- 12. What Is ProbablyTrueEmotions are critical to decision making.
- 13. Stress impacts learning– eustress vs bad stress.
- 14. Support from othersis critical for learning and optimal academic performance.
- 15. Feedback and meaningfulassessment is important to human learning, through the importance and role of feedback vary greatly across domains and processes.
- 16. Human brains seekpatterns upon which they predict outcomes, and neural systems form responses to repeated patterns.
- 17. Self Regulation isan integral part of higher order thinking skills.
- 18. The elaboration (overtteaching) of key concepts facilitates new learning.
- 19. Rehearsal of retrievalcues aids in declarative memory process.
- 20. Declarative knowledge acquisitiondepends on memory and attention.Tokuhama-Espinosa
- 22. Create a LearningEnvironment
- 23. Role of Community– Classroom and SchoolA Manifesto for Contemporary LearningChristian Long-http://chrislott.org/story/the-future-of-learning-manifesto-christian-long/
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- 25. Role of AssessmentInformdesign options/student choicesPreAssessFormative AssessmentMeasure students skillset/Understanding at a moment in timeSummative
- 27. StrategiesSimple, shortCompact knowledgeStudentself Assessment/MetacognitionFormative Assessment Informs further differentiationLongerGroupingsTiered Assessment
- 28. Activating Strategiesactivates engagementand motivation, hooks interest and links to prior knowledgeStudent Choicefosters motivation, engagement, interestJigsawensures higher rate of cooperation, successTiered Assignmentsoffers different challenges, resources, and products based on ability level of studentAlternative Assessmentincreases motivation, interest, and success Summarizing Strategiesprovides evidence of learning for learner and teacher
- 29. Consider and ElectronicLearning JournalGoogle Doc shared with teacherShared OneNote NotebookBlogRegular Writing Assignments and ReflectionsBrain Owner’s Manual – Common Learning Vocabulary
- 30. Slide FromTomlinson ASCD Presentation 2010
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- 33. ways you willapply this knowledge outside of the classroom
- 34. question you stillhaveTic-Tac-Know
- 35. Jigsawtype of collaborativeworkstudents read and examine a portion of a reading assignment and report what they've learned to the entire groupprovides opportunities for small group interactionallows active engagement of all studentsvaries ways in which students read and acquire information from their reading
- 36. How to JigSaw-Home/Expert GroupsDivide the entire class into HOME GROUPS according to the number of passages to be read/examined. Each participant of each HOME group receives a number. If the HOME group has 4 participants, each group has members who are numbered 1-2-3-4.Each member of a HOME group receives a different reading assignment/article/passage/chapter. All number 1 members of each HOME group would have the same article, as would all number 2 members, etc.
- 37. How to Jigsaw:EXPERT GROUPSThe HOME groups split, and members come together in other EXPERT groups. All number 1 members from each HOME group get together. Each member of an EXPERT group will become an expert on his/her article/passage and be prepared to teach the information he/she learned to the original HOME group.
- 38. Members of theEXPERT group then return to their HOME groups, and each member shares his/her expertise and knowledge with the HOME group.
- 39. Following this activity,group members discuss their own performance and the performance of the group. Graphic OrganizersMyWebSpiration
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- 42. PortfoliosAs Assessment ToolsDifferentiatedTable of Contents
- 43. Tomlinson Sample RAFT Slide From Tomlinson ASCD Presentation 2010
- 44. Billiard Balls- Daveblog,pool-group http://www.flickr.com/photos/36596365@N00/109424137/Marbles – marbles- whodeenee’s http://www.flickr.com/photos/25527283@N06/2711954094/Buddhas –buddhas, youareyouratman http://www.flickr.com/photos/68084379@N00/114239128/Slide 6/7 Tomlinson ASCD 2010Slide 8 Dewck Mindset – Nigel HolmesBrain in man –Inside, Andrew Mason http://www.flickr.com/photos/34754790@N00/4006709/Shaken - http://www.flickr.com/photos/zenoptic/4452880/sizes/l/Goals - http://www.flickr.com/photos/13152844@N00/90580061/http://www.flickr.com/photos/69699012@N00/130537193/http://www.flickr.com/photos/67499195@N00/3903369299/http://www.flickr.com/photos/57038667@N00/4075970439/vv