Supporting Differentiation with Technology Vallorie Schlecht Educational Technology Tucson Unified School District Pass our Comparison/Contrast – how are students similar, how are they different to be filled out as the wait to start. Share with group…

What will it look like in Why should I bother? Today’s Topics What is differentiation? Hints! Give me Hints!! What will it look like in my classroom?

Differentiation is doing “whatever it takes to ensure that struggling and advanced learners, students with varied cultural heritages, and children with different background experiences all grow as much as they possibly can each day, each week, and throughout the year.” Carol Ann Tomlinson Read the charts they completed. Discuss that even though we have diverse children with a variety of needs, we are still teaching much the way we were 100 years ago. Why?

Creating a Case for Change What practices used in schools 100 years ago are still in use today? What research and initiatives support the need for change? Brainstorm ideas – Share with person next to you. Ask the next questions – Whole group answers…..

Essential Elements Laser-like focus Data-based decisions drive instruction No gingerbread kids Equal, respectful work Three Ring Circus Read the story from Differentiated pg. 36. Laser-like focus on the essential understandings for all students. What they should know and be able to do. Clarity ensures struggling learners focus efforts on the essentials. Assessment and Instruction are inseperable. Student readiness, interests and how they learn must be determined. Therefore, there must be ongoing diagnostic assessment. Class-discussion, journal entries, exit cards, skills inventories, pretests, homework, interest inventories. Teacher must attend to student differences. We have no cookie cutter kids. Teacher unconditionally accepts students as they are and expects them to become all they can be. Equal work does not mean the same work. Readiness levels vary. Offer all students the opportunity to explore essential understandings and skills AT THE DEGREE OF DIFFICULTY for which they are ready. Task should be equal – eqully interesting, equally important, and equally engaging. Engaging leads to a discussion of reasonable and respectful work – Past, student that are approaching standards typically have been given remediation/skill and drill work. Those that meet get slightly harder, but usually more interesting work. Those above get fluffy work, play time, or much more of the regular. Circus – Well, it should be -

Exceeds Meets Approaches Falls Far Below Differentiation Extensions Reteaching Mastery Non-Mastery Authentic Assessment Group Instruction State Curriculum Daily Lessons Assessment

Differentiation Content Process Product Learning Environment Reading materials Curriculum adjustment Reading buddies Process Tiered activities Manipulatives Personal agendas Product Choice Activities matched to learning styles/strengths Learning Environment Varied groups Varied activity levels Routines

Creative Content MarcoPolo Cox Education Network Education Online Ebsco Incredible Internet Information Searching for information Narrowing options

Prospective Processes Webquests, Thinkquests, Module Makers Asset – Streaming Video Graphic Organizers Inspiration Eduplace Score

Possible Products Creating Choices Utilizing Primary Technology Products PowerPoint Presentation (video or photos) Newspaper Jeopardy Game Tape of a Newscast Excel Poster Kidpix Graph Using Rubrics Rubistar Poster Activity

Inviting Environments Computers Video Equipment Audio Equipment Cooking Devices Digital Cameras Scanners Projectors Telephones

Curiosity It is a curiosity of teaching that no two days are alike, but, if we are not careful, all the days can take on a deadening sameness. We must remember that we have every opportunity to transform ourselves and our practice, just as we have every opportunity to stagnate, remaining much the same teachers we were when we began. Carol Ann Tomlinson

Questions Vallorie Schlecht Tucson Unified School District (520) 225-6278 vallorie.schlecht@tusd.k12.az.us

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