Transcript Technology Tools and Strategies - State College Area School District

Technology Tools
and Strategies
for Differentiating Instruction
presentation available at
www.scasd.org/one-to-one
Click link for District Resources
State College Area School District
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Some of the Experts,
RE: Differentiating Instruction
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Carol Ann Tomlinson
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Jay McTighe
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Rick Wormeli
State College Area School District
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What is DI?
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Rick Wormeli says “it’s doing what is fair for
students.”
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best practices employed to maximize learning
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requires us to do different things for different
students some, or a lot of the time, to meet the
needs of students
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NOT individualized instruction, although that could
happen at times
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whatever works to advance student learning
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Tools and Strategies for
Differentiating…
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Content- may vary in its level of vocabulary
or conceptual complexity, or in its subject
matter
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Process- students use different processes to
learn
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Product- students demonstrate learning in
different ways
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Content Strategies

Use online quizzes to pretest for content needs
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Use Internet content: infinite choices available at
varying reading and sophistication levels
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Use Scaffolding
Same objectives can be met, using content from
multiple sources
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Content Resources

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Quiz makers
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as part of a content management system
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Quiz Star http://quizstar.4teachers.org
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Quia http://www.quia.com
Nettrekker
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http://school.nettrekker.com/frontdoor/
Renzulli Learning
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http://renzullilearning.com
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Process Strategies
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Interactive websites
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multiple modalities for learning
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anywhere, any time learning
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Graphic organizers
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Anchor activities can free teacher to work
with pull-out groups
vv
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What is a vivid verb?
1) Use paper and pencil to record what you see…Your
teacher will lead this activity. Close your eyes and
imagine!
2) Discuss what you saw. What words were you able
to visualize? What words could you NOT see?
3) Circle the vivid verbs on your paper.
4) Write your definition of a vivid verb on your paper.
5) Revise your narrative to make use of vivid verbs.
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What is the difference between a
vivid verb and an adjective?
First, lay out all of the cards available to you and your partner. Look over
all of the cards, then ask yourself
1)
is this an action?
2)
Can I see what it looks like?
If the answer is “yes,” you have a vivid verb!
Lay all vivid verb cards in the “yes” pile.
Lay all other cards in the “no” pile.
What do you notice? Discuss with your partner what you see as the differences.
Revise your narrative. Be sure all of your vivid verbs are red, and
anything that is not a vivid verb is black. You may also continue to add
vivid verbs during this time. You may talk to your partner about words in your
essay if you are unsure about whether or not they are vivid verbs.
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Time to take vivid verbs to the next level!
First, identify all of the forms of “to be” in your narrative.
Forms of “to be: is, are, was, were, be, being, been, have, had,
having. What happens when writers overuse forms of “to be”
is that their stories involve less action and more explanation.
That is, the writer is doing more telling than showing.
Your task is to eliminate as many of your forms of “to be”
as you can. A rule of thumb for good writing is to use
forms of “to be” only 3 or fewer times in a piece of writing.
It is OK for you to talk with other members of your group for
help with this task.
Revise your writing as you create ways to use vivid verbs
to replace forms of “to be.” Good luck!
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Process Resources
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Thinkfinity (formerly known as MarcoPolo)
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http://www.marcopolo-education.org/
Shodor Education Foundation
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http://www.shodor.org
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Process Resources
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Concept mapping
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Inspiration
Cmap (free tool developed by an education
consortium in Florida)
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http://cmap.ihmc.us
NovaMind
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http://www.nova-mind.com/
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Product/Assessment Strategies

Use technology tools to somewhat level the playing
field for students
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Allow students to choose how to demonstrate
learning.
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Configure grading program to address standards
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Product/Assessment Resources
Consider all software on student laptops
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spreadsheet
drawing
word processing
presentation
photo management
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image editing
video production
music production
concept mapping
comic creation
http://rubistar.4teachers.org
Generic Rubric
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Where to Start
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Start with Standards
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Create pre-assessment

Differentiate Content…
or Process…
or Product.
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Questions/Discussion
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