Preso slidesiste2012web
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Introductory slides for ISTE 2012 BYOL Workshop
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Preso slidesiste2012web
- 1. Technology and Differentiated Instruction A Hands-On and Differentiated Workshop Bill Dolton bill@doltonroad.com at the intersection William Dolton LLC of technology educational technology consulting and teaching www.doltonroad.com
- 6. Workshop Goals • Consider combined impact of Tech & DI • Differentiated hands-on planning • Discover Resources & Create Strategies • Combine Tech & DI & Polish Gems • Develop Exemplars; Strategic Planning
- 7. “If you design a system based on the principles of conformity and standardization, don’t be surprised if that’s what you get.” Sir Ken Robinson, ISTE 2012 Keynote
- 9. Cogs of DI
- 10. Cogs of DI
- 11. Cogs of DI
- 12. Cogs of DI
- 13. Cogs of DI
- 14. These gears are actually functional!
- 16. Technology Implications 1. Differentiate Student Use of Technology 2. Use Technology to Differentiate Instruction 3. Combine Tech & DI via Challenge-Based Learning 4. Differentiate PD for and with Technology
- 17. Implications 1. Differentiate Student Use of Technology
- 19. 21st Century Learning Retrieved 12/1/09 at http://bit.ly/21stFrame
- 22. Consider... What are the attributes of a “digital native?” Do all your students fit the profile of a digital native?
- 23. More Questions... How do your students differ in the ways they use and think about technology? How does relative access impact how students understand and value technology? What does this imply for tech in the classroom? How can we differentiate the use of technology?
- 24. Implications 2. Use Technology to Differentiate Instruction
- 27. Tech to DI for... • Collect & analyze Information about Students • Manage & organize the Learning Process • Provide alternatives for Product & Process
- 28. Implications 3. Combine Tech & DI via Challenge-Based Learning
- 29. Curriculum 21st Century Standards Framework Differentiated Understanding Instruction by Design Research-Based Formative & Performance Instructional Strategies Assessment
- 30. Curriculum 21st Century Standards Framework Differentiated Understanding Instruction by Design Research-Based Formative & Performance Instructional Strategies Assessment Project-Based Learning / Challenge-Based Learning
- 31. Implications 4. Differentiate PD for and with Technology
- 34. Next Steps...
- 35. Session Evaluation See the workshop page on the wiki for evaluation options.
Hinweis der Redaktion
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- http://www.youtube.com/watch?v=pLhzf7beHIM \nSynergy: interaction producing combined effect greater than the sum of separate effects\n
- http://www.youtube.com/watch?v=8YKAalZAqO4 \nSymbiosis: mutually beneficial relationship between two people, groups, entities, etc.\nMy contention is that Technology and Differentiated Instruction is both synergistic and symbiotic. Together we’ll take a look at that relationship...\n
- This presentation will address the first goal.\nYour hands-on work will be differentiated so each of you can work on one of the hands-on goals that best suits your own needs.\n
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- This is a graphic from a book by Carol Ann Tomlinson who developed the DI framework for instruction.\n\nAnyone know why this graphic is wrong as a visual metaphor?\n
- Fixed! Well, at least the gears can turn now. The analogy is still a little forced.\nStudents are learners by nature; Teachers\nDI is a framework for instruction developed by Carol Ann Tomlinson. It is NOT individualized instruction for each student, and it is NOT an IEP for each student. Rather, DI means developing a repertoire of strategies to account for and respond to the variances among your students. It is NOT an attempt to “fix” students or to “dumb down” the curriculum. \n
- Students are learners by nature, but to do that they have to be nurtured by the environment. They need Challenge, Affirmation, and Purpose. And they have to Contribute to and feel Empowered in the learning process.\n\n
- Teachers develop, nurture, and guide learning Opportunities through the Invitation, Investment, and Persistence and on-going Reflection of student progress and their teaching practice.\n\n
- Curriculum & Instruction must be Important, Focused, Engaging, Demanding (Rigorous), and Scaffolded.\n\nDI is a framework for instruction developed by Carol Ann Tomlinson. It is NOT individualized instruction for each student, and it is NOT an IEP for each student. Rather, DI means developing a repertoire of strategies to account for and respond to the variances among your students. It is NOT an attempt to “fix” students or to “dumb down” the curriculum. \n
- Perhaps this might be a better visual analogy...\n
- Students come to us with different sets of experiences and skills, a variety of interests, and unique constellations of what works for each of them.\nThe DI strategies adjust the learning environment in terms of how content is addressed (even with identical or similar goals), the processes employed in the learning process, and the kinds of student products demonstrating understanding and achievement.\nBut DI is more than the strategies alone. Without the framework, the strategies are activities without purpose or context.\n
- I would like you to consider these four implications of putting technology and differentiated instruction together.\n
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- I’m sure everyone is familiar with ISTE’s NETS for Students standards.\n
- And the 21st Century Learning framework.\n
- Nothing seems to change as relentlessly and as quickly as technology. And the rate of change does not appear to be letting up.\n
- But even this picture is becoming cloudy with the advent of cloud computing, smart phones, tablets, and mobile apps!\nWe often think of our students as Digital Natives and generally adept at using technology -- especially compared with those of us not born into the computer age.\n
- But consider how universal that notion really is...\n
- One size does not fit all -- even when dealing with technology use by and for so-called Digital Natives.\n
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- Choice! Then think of the proliferation of Web 2.0 tools. This is a representation of Go2Web20 -- a website that catalogs Web 2.0 applications, websites, and online tools. Currently there are over 3,000 listed! Quite a few of these do similar tasks. Take blogging for an example -- you are probably familiar with Blogger, Edublogs, and Wordpress, but there are many more blogging tools than these three. Wikipedia identifies 16 developer-hosted platforms (e.g., Blogger) and 24 free, open-source software packages available to run blogs (on your own domain website, for instance). And mobile apps are just now beginning to proliferate.\nSo one way technology can help differentiate instruction is by providing ample choices of how to accomplish an educational task -- impacting both Process and Product.\n
- These are just a few ways technology can facilitate differentiation.\n
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- This graphic represents what I think are the most critical components of a well-rounded view of education. As you can see, DI is definitely one of them. And the 21st Century Framework, along with NETS for Students, represents the technology component.\n
- I contend that PBL/CBL, when done right, incorporates the best of all these frameworks and critical aspects of education. It is the ideal way to combine Tech and DI in a transformative way\nso the whole is greater than the sum of the parts.\n
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- And that is the segue to the Tech4DI wiki.\nThis is a public wiki that anyone may edit. You are welcome to use it for PD in your own schools and districts.\nI’ll do a quick overview of the wiki, then begin your tiered workshop activities.\n\n
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