1. Module Three Welcome and Overview

2. RETHINIKING INSTRUCTIONAL PRACTICE A Fresh Look at Technology Integration

3. Objectives  Re-examine instructional practices in light of your experience, student engagement, and student success  Use technology as the cornerstone for revisioning of differentiation of instruction, behavior management, and student engagement  Consider high leverage teaching practices, infusing technology to improve student achievement  Analyze instructional practice to include student use of appropriate technology

4. Quick Review!  Differentiation  Classroom Management  Student E ngagement

5. What is Differentiated Instruction?  Adjusting the curriculum, teaching strategies, and classroom environment to better meet the needs of all students  In a differentiated classroom: ● Student differences shape the curriculum ● Pre-assessment is typical and frequent ● Multiple options for students are offered ● There is variable pacing ● Varied grading criteria are used ● Individual efforts and growth are honored from How to Differentiate Mixed-Ability Classrooms by Carol-Ann Tomlinson

6. adapted from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

7. How do I differentiate?  First, you will need to determine… ● Student Readiness (Growth!) ○ Skill Level and Background Knowledge ○ Are tasks a close match for their skills? ● Student Interest (Motivation!) ○ Attitude and Engagement ○ Do tasks ignite curiosity and passion? ● Student Learning Profiles (Efficiency!) ○ Processing Information ○ Does the assignment require students to work in a preferred manner?

8. What do I differentiate?  Content ● The “what” of teaching ● Topics, concepts, themes presented to students ● Concentrate on the most essential understandings, concepts, and skills ● Vary the complexity of learning, including materials (fiction, nonfiction, media, primary sources) From Differentiating Instruction in the Regular Classroom by Diana Heacox

9. What do I differentiate?  Process ● The “how” of teaching ● Ways in which students make sense of content ● Add greater complexity or abstractness to tasks ● Engage students in critical and creative thinking ● Increase the variety of ways in which you ask them to learn

10. What do I differentiate?  Product ● The end results of learning ● Plan units that reflect many ways to represent learning ● Think: voice and choice, menus, rubrics, tiered products

11. How do I get started? Adjusting QuestionsThink Dots Digital ToolsTic-Tac-Toe Choice BoardsTiered Instruction CompactingLayered Curriculum (A,B,C) CubingFacts and Puzzle Cards WebquestsJigsaw Flexible GroupingDocument Based Questions Graphic OrganizersVaried Resources and Texts Highlighted TextsAnchor Activities Problem-Based LearningIndependent Study Learning CentersProject-Based Learning Multiple Entry JournalsEnrichment Clusters RAFT (role, audience, format, topic) Literature Circles

12. Resources for Differentiation  Tools for Differentiation http://toolsfordifferentiation.pbworks.com /w/page/22360094/FrontPage http://toolsfordifferentiation.pbworks.com /w/page/22360094/FrontPage  Differentiating Instruction: Meeting Students Where They Are http://www.glencoe.com/sec/teachingtod ay/subject/di_meeting.phtml http://www.glencoe.com/sec/teachingtod ay/subject/di_meeting.phtml  WebQuests: Tools for Differentiation http://daretodifferentiate.wikispaces.com /file/view/96.pdf http://daretodifferentiate.wikispaces.com /file/view/96.pdf

13. Think, Pair, Share What technology could be used to enhance instruction and learning regarding differentiation?

14. Definitions of Classroom Management  The process of ensuring that lessons run smoothly  The prevention of disruptive behavior  The process of managing behaviors  Designing an activity, monitoring it, and following up  Both the tangible and intangible techniques we use to engage students and keep them engaged KEY: Classroom management is more than just managing student behavior.

15. 5 R’s for Successful Classroom Management  Relationships  Routines and Procedures  Relevance and Expectations  Room Arrangement  Reinforcements

16. Think Back to Daniel Pink in Module 1…  How have you applied Daniel Pink’s three dimensions of intrinsic motivation to your classroom? ● Autonomy ● Mastery ● Purpose

17. Resources for Classroom Management  http://www.apa.org/education/k12/classro om-mgmt.aspx http://www.apa.org/education/k12/classro om-mgmt.aspx  An Interpersonal Approach to Classroom Management, Davis, Summers & Miller  http://www.ascd.org/publications/educati onal-leadership/sept03/vol61/num01/The- Key-to-Classroom-Management.aspx http://www.ascd.org/publications/educati onal-leadership/sept03/vol61/num01/The- Key-to-Classroom-Management.aspx

18. Think, Pair, Share What technology could be used to enhance instruction and learning regarding classroom management?

19. Student Engagement  Daniel Pink’s To Sell is Human ●Attunement ●Buoyancy ●Clarity

20. Student Engagement  Daniel Pink’s To Sell is Human ●Attunement - How do you make yourself aware of students’ interests and needs? ●Buoyancy ●Clarity

21. Student Engagement  Daniel Pink’s To Sell is Human ●Attunement - How do you make yourself aware of students’ interests and needs? ●Buoyancy - How do you (and your students) cope with failure? ●Clarity

22. Student Engagement  Daniel Pink’s To Sell is Human ●Attunement - How do you make yourself aware of students’ interests and needs? ●Buoyancy - How do you (and your students) cope with failure? ●Clarity - What strategies do you use to ensure clear objectives and instruction?

23. Student Engagement  ICAP student engagement framework (Chi, 2014) ●interactive learning ●constructive learning ●active learning ●passive learning I > C > A > P In other words, students are more engaged and learn more through interactive learning than through constructive learning, and more so than through active learning or through passive learning

24. Student Engagement  ICAP student engagement framework ●passive learning- ○ student are oriented towards instruction ○ information is received by learners ○ examples - paying attention to a lecture, watching a video, listening to a read aloud

25. Student Engagement  ICAP student engagement framework ●active learning - ○ students are oriented to instruction ○ engagement involves physical interaction and manipulation ○ examples - underlining and highlighting as one reads, modeling a given math problem, following prescribed science labs

26. Student Engagement  ICAP student engagement framework ●constructive learning - ○ students generate products beyond information given ○ students create ‘new’ outputs ○ examples - taking notes, comparing/contrasting, integrating arts, drawing conclusions, self-explaining

27. Student Engagement  ICAP student engagement framework ●interactive learning ○ dialog between or among partners in which: 1) each partner’s contributions are constructive and 2) sufficient turn-taking occurs. ○ examples - team projects, constructive controversy, googledoc collaborations, adaptive learning/teaching apps, debateconstructive controversy

28. Student Engagement  ICAP student engagement framework ●interactive learning ●constructive learning ●active learning ●passive learning I > C > A > P In other words, students are more engaged and learn more through interactive learning than through constructive learning, than through active learning than through passive learning

29. Think, Pair, Share What technology could be used to enhance instruction and learning regarding student engagement?

30. Resources for student engagement  Pink, D.H. (2012). To Sell is Human. Penguin.  Chi, M. T., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219-243.  http://www.ascd.org/publications/educati onal- leadership/sept95/vol53/num01/Strengthe ning-Student-Engagement@-What-Do- Students-Want.aspx http://www.ascd.org/publications/educati onal- leadership/sept95/vol53/num01/Strengthe ning-Student-Engagement@-What-Do- Students-Want.aspx

31. Re-engineering a Lesson You brought a lesson with you today that did not go ‘as planned.’ Take some time to analyze your lesson through the lenses of differentiation, behavior management and student engagement.  What went well?  At what point did the lesson veer from what you had expected?  Which lens helps you explain the discrepancies? Prepare to re-engineer your lesson plan!

32. Re-engineering a Lesson  Rewrite one or more parts of your lesson plan, with changes regarding differentiation, classroom management and/or student engagement in mind.  Consider what technology could do for you… ●How could you use technology to enhance instruction? ●How could students use technology to enhance their learning?

33. All images copyright “Microsoft Clip Art Gallery”. All rights reserved. BT Matters is a grant program made possible by: The Institute for Emerging Issues http://iei.ncus.edu http://iei.ncus.edu NC State Employees Credit Union http://www.ncsecu.org http://www.ncsecu.org Slide 6