Differentiation with Technology

1
Differentiation with Technology

• By Jan Leonard
• Two Rivers Professional Development Center

2
Differentiation is

• Allowing for students individual differences
  readiness, interest, learning profile.
• Making modifications accordingly in terms of
  content, process, and product.

3
Who is a leader that you would like to learn more
about?Lincoln?Ghandi?Caesar?Eleanor
Roosevelt?
4
Assessing the Learner by Interest, Readiness,
Learning Profile

• Kathy Shrocks Online Tools Create a Graph -
  http//www.kathyschrock.net/cooking/
• Zoomerangs Survey Tool www.zoomerang.com
• Microsoft Excel graphing tools

5
(No Transcript)
6
Who are these people?
7
Questions for discussion

• What do these people all have in common?

8
What makes these people leaders?What kinds of
leaders are there?
9
When you hear the word leader, what other words
do you think of right away? Who else do you think
of?
10
How about you? Do you think of yourself as a
leader?
11
An essential questionCould you be a leader?
Explain.
12
Essential Questions

• http//www.lth3.k12.il.us/inquiryhouse

13
Some key, more foundational questions to answer
before answering the essential question

• What is a leader?
• What do leaders do?
• What characteristics do leaders have?
• Do you have any of the same characteristics?
• What kinds of leaders are there?

14
Foundation Questions continued

• Who were/are some leaders?
• How did they become leaders?
• What are/were they like? What are their
  characteristics?
• How might you be like any of them?
• What have they done that makes them a leader?

15
Next Step

• Students partner according to the highest score
  in their survey/Excel graph. Partners may be
  assigned or self-selected depending on the class.
• Match each leader in the picture with the
  category in the survey/Excel document.
• The leader that is in the same category as their
  highest score becomes the leader they study as
  partners to answer the key/foundational
  questions.

16
Your tasks

• Read the biographies provided (book, online or cd
  encyclopedia and websites) about your leader.
• As you are reading, take notes to create a
  graphic organizer in Inspiration. Your organizer
  should answer the highlighted key/foundation
  questions. Cite your sources in the diagram.

17
Tasks continued

• Create a product to display your information.
  Choices are Powerpoint presentation, poster, or
  written report. You will orally present your
  information.
• Select 3 facts about your leader you think
  everyone in the class should know and type them
  into a Word document. Be able to tell us those
  facts and why you chose the facts you did in your
  oral presentation.

18
Tasks continued

• Create a Venn diagram using Powerpoint or Word
• One section should be the leadership
  characteristics your assigned leader has/had one
  section should should be characteristics that you
  have, and the section in the middle should be
  those characteristics that you share.

19
Leader studied
Me
Us
20
(No Transcript)
21
Next Steps

• Students are given biographical information and a
  rubric for the product (http//rubistar.4teachers.
  org) Inspiration is taught in this context to
  students unfamiliar with it.
• Partners read from various sources, take notes,
  discuss and create Inspiration diagram.
  Inspiration is taught or reviewed to any students
  who need it.
• Partners create product and make oral
  presentations.
• Additional assessments are given including an
  individual essay to answer the essential
  question.

22
Final Class Performance

• Digital video of students portraying leaders and
  describing what leadership is.
• Class website about leadership.

23
Websites about The Leaders

• Harriet Tubman - http//www2.lhric.org/pocantico/t
  ubman/tubman.html, http//www.pbs.org/wgbh/aia/par
  t4/4p1535.html, http//www.enchantedlearning.com/h
  istory/us/aframer/tubman/

24
Websites

• Bill Gates - http//www.microsoft.com/billgates/bi
  o.asp, http//ei.cs.vt.edu/history/Gates.Mirick.h
  tml
• Michael Jordan - http//www.ewsonline.com/sports/j
  ordan/bio.html, http//www.ewsonline.com/sports/jo
  rdan/bio.html

25
Websites

• Martin Luther King - http//www.nps.gov/malu/,
  http//www2.lhric.org/pocantico/taverna/98/king.ht
  m, http//www.golden-legacy.com/mlkjr1.html
• Eleanor Roosevelt - http//www.nps.gov/elro/who-is
  -er/q-and-a/index.htm, http//ap.grolier.com/artic
  le?assetida2025670-htemplatename/article/articl
  e.html,

26
Websites

• Dwight Eisenhower - http//www.kyrene.k12.az.us/sc
  hools/brisas/sunda/great/2kyle.htm,
  http//ap.grolier.com/article?assetida2008870-ht
  emplatename/article/article.html,
  http//www.worldalmanacforkids.com/explore/preside
  nts/eisenhower_dwight.html

27
Websites

• Thomas Edison - http//americanhistory.si.edu/edis
  on/, http//www.si.edu/lemelson/edison/,
  http//www.incwell.com/Biographies/Edison.html

28
Deconstructing this Activity

• Differentiation strategies
• Technology tools
• Technology Integration

29
Differentiation Strategies

• Determining what you want all students to know
  and be able to do in terms of concepts
  (leadership) - based on the Illinois Learning
  Standards
• Develop appropriate assessment strategies for all
  students product and knowledge test from the
  facts presented
• Assessing the learner readiness, interest,
  learning profile

30
Strategies Continued

• Beginning the unit with an essential question,
  then varying the types of questions using
  different levels of Blooms taxonomy of
  knowledge, comprehension, application, analysis,
  synthesis and evaluation.
• Grouping students according to interest,
  readiness or learning profile.
• Main differentiation strategies revolve around
  content, process, product

31
Illinois Learning Standards

• Goal 1 (Read with understanding and fluency)
• 1A. Apply word analysis and vocabulary skills to
  comprehend selections.
• 1B. Apply reading strategies to improve
  understanding and fluency.
• 1C. Comprehend a broad range of reading
  materials.

32
Illinois Learning Standards continued

• Goal 5 (Research)
• 5A. Locate, organize, and use information from
  various sources to answer questions, solve
  problems and communicate ideas.
• B. Analyze and evaluate information acquired
  from various sources.

33
Illinois Learning Standards

• Goal16 (Understand events, trends individuals
  and movements shaping the history of Illinois,
  the United States and other nations.)
• 16D. Understand Illinois, United States and
  world social history - specifically 16.D.2c
  Describe the influence of key individuals and
  groups, including Susan B. Anthony/suffrage and
  Martin Luther King, Jr./civil rights, in the
  historical eras of Illinois and the United
  States.

34
Technology Tools

• Inspiration - process
• Excel assessing interest
• Internet content, assessing interest
• Powerpoint product choice
• Word identifying 3 facts that all the class
  should know

35
Technology Integration

• Teaching Inspiration and possibly Excel within
  the context of the learning activity
• Using technology as a learning tool to assist
  students in both a lower and higher order
  thinking skill activity
• Using technology to assist students with an
  authentic learning situation

36
ISTE Nets Standards Addressed

• Student Profile level Grades 6-8
• 4. Use content specific tools, software and
  simulations to support learning and research.
• 5. Apply productivity/multi-media tools to
  support personal productivity, group
  collaboration, and learning throughout the
  curriculum.

37
ISTE Nets Standards Addressed

• 6. Design, develop, publish, and present
  products using technology resources that
  demonstrate and communicate curriculum concepts
  to audiences inside and outside the classroom.
• 8. Select and use appropriate technology tools
  and resources to accomplish a variety of tasks
  and solve problems

38
Websites about Differentiation

• Learning Profile Multiple Intelligences
• http//www.lth3.k12.il.us/RHAMPTON/MI/MI.HTML
• Readiness
• www.eduscapes.com

39
Questioning

• http//www.surfaquarium.com/splash.htm
• http//www.biopoint.com/inquiry/ibr.html
• http//mathstar.nmsu.edu/exploration1/unit/content
  _questions.html
• http//www.biopoint.com/ibr/askquestion.html
• http//wwwgen.bham.wednet.edu/essenque.htm
• http//www.galileo.org/tips/essential_questions.ht
  ml
• www.fno.org
• http//www.lth3.k12.il.us/inquiryhouse

40
Flexible grouping

•  
• http//www.kidsource.com/kidsource/content/diff_in
  struction.html
• http//ldonline.org/ld_indepth/teaching_techniques
  /group_retellings.html
• http//www.weac.org/kids/1998-99/march99/differ.ht
  m
•  

41
Thanks for coming!Jleonard_at_roe48.k12.il.us