Utilizing Technology for Differentiated Instruction with Gifted Students

1
Utilizing Technology for Differentiated
Instruction with Gifted Students

• Dr. Odin Jurkowski

Midwest Education Technology Conference
(METC) 02.05.08 100 150 pm
http//faculty.ucmo.edu/jurkowski/METC2008
Last updated 02.02.08
2
Agenda

• Differentiated Instruction
• Gifted
• Technology

3
What is Differentiated Instruction?

• The planning and delivery of classroom
  instruction that considers varied levels of
  student
• readiness
• learning style
• interests
• Teachers can do this most effectively by using a
  range of technology tools to engage learners at
  varying levels of readiness in multiple ways and
  by offering students options for demonstrating
  their understanding and mastery of the material.

4
Ways to Differentiate
Content Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, tape recorded materials, etc.
Process Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.
Products Tiered products, student chose of mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations
Learning Environment Quiet work areas vs. areas for collaboration, developing routines, resources that reflect cultural/home differences
5
So what does it look like?
6
Key Practices

• Embrace student differences Give them choices
  to engage and motivate (with teachers giving up
  some control)
• Use assessment data to guide instruction
• Offer flexible groupings
• Expect a variety of products to demonstrate
  learning

7
Examples of Practices

• Adjusting Questions
• Compacting Curriculum
• Tiered Assignments
• Acceleration / Deceleration ??
• Flexible Grouping
• Peer Teaching
• Independent Study Projects
• Learning Contracts
• Anchoring Activities

8
Tic-Tac-Toe Choice Board
Visual Oral / Auditory Kinesthetic
Newspaper Newscast Backdrop for a play
Advertisement Interview Flip book
Art Perform a scene Board game
9
Gifted

• Cognition
• Memory
• Ability to learn rapidly, having advanced ability
  in a specific domain such as math or reading
• Language development
• extensive vocabularies
• complex sentence structures
• Curiosity
• Creativity
• Highly motivated
• Tend to be more introverted and introspective
• Extremely independent

10
Technology

• Software Oregon Trail, Reader Rabbit, Math
  Blaster
• Websites netTrekker, Webquests, Virtual Field
  Trips
• Digital Camera, webcam
• Office Suite Word, Excel, PowerPoint
• Blog
• Wiki

11
More Technologies

• Kid Pix http//www.kidpix.com
• Virtual Manipulatives http//nlvm.usu.edu/en/nav/v
  library.html
• Inspiration / Kidspiration http//inspiration.com
  
• Atomic Learning http//atomiclearning.com
• Scratch http//scratch.mit.edu/
• Not your parents Logo Turtle

12
Contact Information

• Dr. Odin Jurkowski
• Chair Associate Professor, Department of Career
  Technology Education
• Program Coordinator, Educational Technology
• University of Central Missouri
• Grinstead 120
• Warrensburg MO 64093
• phone [phone]
• jurkowski_at_ucmo.edu
• http//faculty.ucmo.edu/jurkowski

13
References

• DESE Gifted Education http//dese.mo.gov/divimpr
  ove/gifted/
• Differentiating Instruction http//members.shaw.ca
  /priscillatheroux/differentiating.html
• Hertzog, N., Klein, M. (2005). Beyond gaming A
  technology explosion in early childhood
  classrooms. Gifted Child Today, 28(3), 24-31, 65.
• Keck, S., Kinney, S. (2005). Creating a
  differentiated classroom. Learning Leading with
  Technology, 33(1), 12-15.
• Kondor, C. (2007). One size may not fit all, but
  the right teaching strategies might The effects
  of differentiated instruction on the motivation
  of talented and gifted students. Masters Thesis,
  Portland State University.
• Schweizer, H., Kossow, B. (2007). WebQuests
  Tools for differentiation. Gifted Child Today,
  30(1), 29-35.