SlideShare ist ein Scribd-Unternehmen logo
1 von 58
Downloaden Sie, um offline zu lesen
Differentiation with the
aid of technology.
Kylie Taig
http://pinterest.com/kyliet
aig/differentiation-with-
the-aid-of-technology/
What is differentiation?
―Differentiation means tailoring
instruction to meet individual
needs. Whether teachers
differentiate
content, process, products or the
learning environment, the use of
ongoing assessment and flexible
grouping makes thus a successful
approach to instruction‖
Carol Ann Tomlinson
Differentiation with the aid of technology
Impacts of technology on
learning #1
―Technology improves student performance
when the application directly supports the
curriculum objectives being assessed.”
In other words, technology is most effective when
integrated with curriculum content.
Impacts of technology on
learning #2
―Technology improves performance when the
application provides opportunities for student
collaboration.”
Studies show that paired and collaborative
learning in conjunction with technology enhances
student performance.
Impacts of technology on
learning #3
―Technology improves performance when the
application adjusts for student ability and
prior experience, and provides feedback to the
student and teacher about student
performance or progress with the
application.”
This finding supports the differentiated instruction
practices of coaching and mentoring as well as
sharing responsibility for learning.
Impacts of technology on
learning #4
“Technology improves performance when the
application is integrated into the typical
instructional day.”
This finding supports classroom
and content learning with technology as opposed
to lab learning with technology.
Impacts of technology on
learning #5
“Technology improves performance when the
application provides opportunities for
students to design and implement projects
that extend the curriculum content being
assessed by a particular standardised test.”
Student-created products, multimedia, and video
streaming are examples of how technology can
extend curriculum content.
Impacts of technology on
learning #6
“Technology improves performance when used in
environments where teachers, the school
community, and school and district administrators
support the use of technology.”
In addition to performance improvements tied to
administrative support for technology, findings show
that integration of technology with
instruction, professional development for
teachers, and computer use at home and school with
differentiated products and student entry points
combine to improve performance.
Differentiation with the aid of technology
Teachers can differentiate:
Content
Process
Product
Environment
According to:
student readiness
student interest
student learning profile
By
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.
By
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
By
Product
Tiered products, students choose mode of
presentation to demonstrate learning,
independent study, varied rubrics,
mentorships, interest-based investigations
Teacherdependentwaysto
differentiate:
By
Interest
Options in content, topic, or theme,
options in the tools needed for production,
options in methods for engagement
By
Profile
Consideration of gender, culture, learning
styles, strengths, and weaknesses
By
Readines
s
Identification of background
knowledge/gaps in learning, options in
amount of direct instruction, options in
amount of practice, options in pace of
instruction, options in complexity activities,
options in level of analysis/exploration of a
topic
Studentdependentwaysto
differentiate:
Differentiating by CONTENT:
Differentiating by content can happen in a variety
of ways, but the two primary means include:
1) Using different content to teach the same
subject to students with different needs, and
2) Enhancing or augmenting existing content to
make it accessible to all students.
IDEA1:CONTENT
IDEA2:CONTENT
IDEA3:CONTENT
IDEA4:CONTENT
IDEA5:CONTENT
IDEA6:CONTENT
IDEA7:CONTENT
IDEA8:CONTENT
IDEA9:CONTENT
IDEA10:
And don’t forget…
Online course platforms like ClassE (Blackboard)
provide a structure for content, allowing teachers
to organise material in such a way to make them
easily accessible to students.
Differentiating by PROCESS
The process of how the material in a lesson is learned
may be differentiated for students based on their
learning styles, interest and readiness. This stage of
differentiation allows students to learn based either on
what method is easiest for them to acquire
knowledge, or what may challenge them most: some
students may prefer to read about a topic (or may
require practice in reading), and others may prefer to
listen (or require practice in listening), or acquire
knowledge by manipulating objects associated with
the content.
Process =
1) Flexible Grouping
2) How information is Processed and Recorded
3) Manipulating Information
4) Extending learning time – without extending
your work day!
IDEA1:
IDEA2:
IDEA3:
IDEA4:
IDEA5:
IDEA6:
IDEA7:
IDEA8:
IDEA9:
IDEA10:
And don’t forget…
One of the easiest differentiation tools for a reading passage is
a software program that most teachers have readily at hand —
Microsoft Word.
Smaller reading passages, copied and pasted into Microsoft
Word, can be easily enhanced to aid comprehension using
standard formatting features within the program.
Using the highlighting feature can help students focus on
particular aspects of a text like parts of speech, literary
devices, or key elements of a paragraph or research paper.
Teachers can also use the comment feature to provide
scaffolding or context for a student who needs help with a
reading passage.
Comments allow a user to insert a call-out box elaborating on a
difficult vocabulary word, idiomatic expression, or complicated
idea.
Differentiating by PRODUCT:
Student deomnstrations of learning refect who they
are as individuals, who they are as creators and who
they are as learners.
Differentiating by product means offering options for
how students will express their understanding of the
learning goals and objectives.
Allowing students to ‗choose‘ empowers them and
increases their motivation and engagement.
IDEA1:
IDEA2:
IDEA3:
IDEA4:
IDEA5:
TicTacToe
IDEA6:
IDEA7:
IDEA8:
IDEA9:
IDEA10:
There is a lot to consider…
O Learning styles, skill levels and rates
O Learning difficulties
O Language proficiency
O Background experiences and knowledge
O Interests
O Motivation
O Social and emotional development
O Various intelligences
But wait!
Do you want more??
Differentiation with the aid of technology
Differentiation with the aid of technology
Differentiation with the aid of technology
Differentiation with the aid of technology

Weitere ähnliche Inhalte

Was ist angesagt?

ECER conference presentation
ECER conference presentationECER conference presentation
ECER conference presentationDiogo Casanova
 
PH601 Hybrid-course Orientation Introduction
PH601 Hybrid-course Orientation IntroductionPH601 Hybrid-course Orientation Introduction
PH601 Hybrid-course Orientation Introduction8jakk21SS
 
Comparative & non comparative studies
Comparative & non comparative studiesComparative & non comparative studies
Comparative & non comparative studiesahmed
 
ICT and teachers
ICT and teachersICT and teachers
ICT and teachersAtul Thakur
 
Benefits to the integration technology in education
Benefits to the integration technology in educationBenefits to the integration technology in education
Benefits to the integration technology in educationm_chere
 
Ict tools for assessment feedback
Ict tools for assessment feedbackIct tools for assessment feedback
Ict tools for assessment feedbackLorinda Bruce
 
Evaluating Educational Technology
Evaluating Educational Technology Evaluating Educational Technology
Evaluating Educational Technology Hatch Early Learning
 
3 nur642the assure model pp3
3 nur642the assure model pp33 nur642the assure model pp3
3 nur642the assure model pp3Lyndon Godsall
 
I C T And Assessment For Learning
I C T And Assessment For LearningI C T And Assessment For Learning
I C T And Assessment For Learninganjistar
 
Instructional Design Plan
Instructional Design Plan Instructional Design Plan
Instructional Design Plan KadeMoore325
 
Criteria to evaluate ICT tools
Criteria to evaluate ICT toolsCriteria to evaluate ICT tools
Criteria to evaluate ICT toolsJuan CR
 
Program Evaluation Rubric HMS
Program Evaluation Rubric HMSProgram Evaluation Rubric HMS
Program Evaluation Rubric HMSShannon Moore
 
Stages in technology education
Stages in technology educationStages in technology education
Stages in technology educationDaniel Sta Maria
 
Conceptualising Open Educational Practices in teacher education in East Africa
Conceptualising Open Educational Practices in teacher education in East AfricaConceptualising Open Educational Practices in teacher education in East Africa
Conceptualising Open Educational Practices in teacher education in East AfricaOpen Education Consortium
 
Evaluating Educational Technology
Evaluating Educational TechnologyEvaluating Educational Technology
Evaluating Educational TechnologyChano Alfornon
 
E mentoring as a tool muzaffer cetin
E mentoring as a tool muzaffer cetinE mentoring as a tool muzaffer cetin
E mentoring as a tool muzaffer cetinMuzaffer Çetin
 

Was ist angesagt? (20)

ECER conference presentation
ECER conference presentationECER conference presentation
ECER conference presentation
 
PH601 Hybrid-course Orientation Introduction
PH601 Hybrid-course Orientation IntroductionPH601 Hybrid-course Orientation Introduction
PH601 Hybrid-course Orientation Introduction
 
Chapter 20
Chapter 20Chapter 20
Chapter 20
 
Comparative & non comparative studies
Comparative & non comparative studiesComparative & non comparative studies
Comparative & non comparative studies
 
ICT and teachers
ICT and teachersICT and teachers
ICT and teachers
 
Benefits to the integration technology in education
Benefits to the integration technology in educationBenefits to the integration technology in education
Benefits to the integration technology in education
 
Ict tools for assessment feedback
Ict tools for assessment feedbackIct tools for assessment feedback
Ict tools for assessment feedback
 
Evaluating Educational Technology
Evaluating Educational Technology Evaluating Educational Technology
Evaluating Educational Technology
 
3 nur642the assure model pp3
3 nur642the assure model pp33 nur642the assure model pp3
3 nur642the assure model pp3
 
I C T And Assessment For Learning
I C T And Assessment For LearningI C T And Assessment For Learning
I C T And Assessment For Learning
 
Instructional Design Plan
Instructional Design Plan Instructional Design Plan
Instructional Design Plan
 
Celda presentation vtcoe
Celda presentation vtcoeCelda presentation vtcoe
Celda presentation vtcoe
 
Criteria to evaluate ICT tools
Criteria to evaluate ICT toolsCriteria to evaluate ICT tools
Criteria to evaluate ICT tools
 
Program Evaluation Rubric HMS
Program Evaluation Rubric HMSProgram Evaluation Rubric HMS
Program Evaluation Rubric HMS
 
Stages in technology education
Stages in technology educationStages in technology education
Stages in technology education
 
Conceptualising Open Educational Practices in teacher education in East Africa
Conceptualising Open Educational Practices in teacher education in East AfricaConceptualising Open Educational Practices in teacher education in East Africa
Conceptualising Open Educational Practices in teacher education in East Africa
 
Tools and techniques of blended learning
Tools and techniques of blended learningTools and techniques of blended learning
Tools and techniques of blended learning
 
Shelton iwb poster
Shelton iwb posterShelton iwb poster
Shelton iwb poster
 
Evaluating Educational Technology
Evaluating Educational TechnologyEvaluating Educational Technology
Evaluating Educational Technology
 
E mentoring as a tool muzaffer cetin
E mentoring as a tool muzaffer cetinE mentoring as a tool muzaffer cetin
E mentoring as a tool muzaffer cetin
 

Ähnlich wie Differentiation with the aid of technology

Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...
Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...
Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...rocio962886
 
Introduction to Summarizing.ppt
Introduction to Summarizing.pptIntroduction to Summarizing.ppt
Introduction to Summarizing.pptJulie Anne
 
Introduction to Summarizing.ppt
Introduction to Summarizing.pptIntroduction to Summarizing.ppt
Introduction to Summarizing.pptMarkJosephNabong
 
Dimensions of personalisation in TEL: a framework and implications for design
Dimensions of personalisation in TEL: a framework and implications for designDimensions of personalisation in TEL: a framework and implications for design
Dimensions of personalisation in TEL: a framework and implications for designLiz FitzGerald
 
Evaluation of learning resources
Evaluation of learning resourcesEvaluation of learning resources
Evaluation of learning resourcesDamian T. Gordon
 
E learning fundanemtals and standards
E learning fundanemtals and standardsE learning fundanemtals and standards
E learning fundanemtals and standardsNelly Kamel
 
Current Trends in Educational Technology
Current Trends in Educational TechnologyCurrent Trends in Educational Technology
Current Trends in Educational TechnologyEDUCAUSE
 
Blended learning environments the effectiveness in developing concepts and th...
Blended learning environments the effectiveness in developing concepts and th...Blended learning environments the effectiveness in developing concepts and th...
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
 
English language learning for engineering students with internet based projects
English language learning for engineering students with internet based projectsEnglish language learning for engineering students with internet based projects
English language learning for engineering students with internet based projectsAlexander Decker
 
1 instructional design basics
1   instructional design basics1   instructional design basics
1 instructional design basicsVijayshri Khedkar
 
2015 j. heinlein re-imagining the future of education
2015 j. heinlein re-imagining the future of education2015 j. heinlein re-imagining the future of education
2015 j. heinlein re-imagining the future of educationEADTU
 
Blended Learning, What's It Take? June 2014
Blended Learning, What's It Take? June 2014Blended Learning, What's It Take? June 2014
Blended Learning, What's It Take? June 2014Rob Darrow
 
Information literacy and research process
Information literacy and research processInformation literacy and research process
Information literacy and research processpanthermediacenter
 
Basic Concepts in Distance Education
Basic Concepts in Distance EducationBasic Concepts in Distance Education
Basic Concepts in Distance EducationUpekha Vandebona
 
Self directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard frameworkSelf directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
 
Project-Based Learning and Multi Media
Project-Based Learning and Multi MediaProject-Based Learning and Multi Media
Project-Based Learning and Multi Mediatinerts
 
Project-Based Learning and multi Media
Project-Based Learning and multi MediaProject-Based Learning and multi Media
Project-Based Learning and multi Mediabacolodavegail
 
Instructional design framework v2 mr loomingyaw
Instructional design framework v2 mr loomingyawInstructional design framework v2 mr loomingyaw
Instructional design framework v2 mr loomingyawveelim85
 

Ähnlich wie Differentiation with the aid of technology (20)

Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...
Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...
Blended Learning By Incorporating LMSE-LearningTraditionalLearningToSuitTheCh...
 
Introduction to Summarizing.ppt
Introduction to Summarizing.pptIntroduction to Summarizing.ppt
Introduction to Summarizing.ppt
 
Introduction to Summarizing.ppt
Introduction to Summarizing.pptIntroduction to Summarizing.ppt
Introduction to Summarizing.ppt
 
Dimensions of personalisation in TEL: a framework and implications for design
Dimensions of personalisation in TEL: a framework and implications for designDimensions of personalisation in TEL: a framework and implications for design
Dimensions of personalisation in TEL: a framework and implications for design
 
Evaluation of learning resources
Evaluation of learning resourcesEvaluation of learning resources
Evaluation of learning resources
 
E learning fundanemtals and standards
E learning fundanemtals and standardsE learning fundanemtals and standards
E learning fundanemtals and standards
 
Current Trends in Educational Technology
Current Trends in Educational TechnologyCurrent Trends in Educational Technology
Current Trends in Educational Technology
 
Blended learning environments the effectiveness in developing concepts and th...
Blended learning environments the effectiveness in developing concepts and th...Blended learning environments the effectiveness in developing concepts and th...
Blended learning environments the effectiveness in developing concepts and th...
 
English language learning for engineering students with internet based projects
English language learning for engineering students with internet based projectsEnglish language learning for engineering students with internet based projects
English language learning for engineering students with internet based projects
 
1 instructional design basics
1   instructional design basics1   instructional design basics
1 instructional design basics
 
2015 j. heinlein re-imagining the future of education
2015 j. heinlein re-imagining the future of education2015 j. heinlein re-imagining the future of education
2015 j. heinlein re-imagining the future of education
 
Ict u4
Ict u4Ict u4
Ict u4
 
Blended Learning, What's It Take? June 2014
Blended Learning, What's It Take? June 2014Blended Learning, What's It Take? June 2014
Blended Learning, What's It Take? June 2014
 
Information literacy and research process
Information literacy and research processInformation literacy and research process
Information literacy and research process
 
Basic Concepts in Distance Education
Basic Concepts in Distance EducationBasic Concepts in Distance Education
Basic Concepts in Distance Education
 
Digital teaching
Digital teaching Digital teaching
Digital teaching
 
Self directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard frameworkSelf directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard framework
 
Project-Based Learning and Multi Media
Project-Based Learning and Multi MediaProject-Based Learning and Multi Media
Project-Based Learning and Multi Media
 
Project-Based Learning and multi Media
Project-Based Learning and multi MediaProject-Based Learning and multi Media
Project-Based Learning and multi Media
 
Instructional design framework v2 mr loomingyaw
Instructional design framework v2 mr loomingyawInstructional design framework v2 mr loomingyaw
Instructional design framework v2 mr loomingyaw
 

Differentiation with the aid of technology

  • 1. Differentiation with the aid of technology. Kylie Taig
  • 3. What is differentiation? ―Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products or the learning environment, the use of ongoing assessment and flexible grouping makes thus a successful approach to instruction‖ Carol Ann Tomlinson
  • 5. Impacts of technology on learning #1 ―Technology improves student performance when the application directly supports the curriculum objectives being assessed.” In other words, technology is most effective when integrated with curriculum content.
  • 6. Impacts of technology on learning #2 ―Technology improves performance when the application provides opportunities for student collaboration.” Studies show that paired and collaborative learning in conjunction with technology enhances student performance.
  • 7. Impacts of technology on learning #3 ―Technology improves performance when the application adjusts for student ability and prior experience, and provides feedback to the student and teacher about student performance or progress with the application.” This finding supports the differentiated instruction practices of coaching and mentoring as well as sharing responsibility for learning.
  • 8. Impacts of technology on learning #4 “Technology improves performance when the application is integrated into the typical instructional day.” This finding supports classroom and content learning with technology as opposed to lab learning with technology.
  • 9. Impacts of technology on learning #5 “Technology improves performance when the application provides opportunities for students to design and implement projects that extend the curriculum content being assessed by a particular standardised test.” Student-created products, multimedia, and video streaming are examples of how technology can extend curriculum content.
  • 10. Impacts of technology on learning #6 “Technology improves performance when used in environments where teachers, the school community, and school and district administrators support the use of technology.” In addition to performance improvements tied to administrative support for technology, findings show that integration of technology with instruction, professional development for teachers, and computer use at home and school with differentiated products and student entry points combine to improve performance.
  • 13. According to: student readiness student interest student learning profile
  • 14. By 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. By 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 By Product Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations Teacherdependentwaysto differentiate:
  • 15. By Interest Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement By Profile Consideration of gender, culture, learning styles, strengths, and weaknesses By Readines s Identification of background knowledge/gaps in learning, options in amount of direct instruction, options in amount of practice, options in pace of instruction, options in complexity activities, options in level of analysis/exploration of a topic Studentdependentwaysto differentiate:
  • 16. Differentiating by CONTENT: Differentiating by content can happen in a variety of ways, but the two primary means include: 1) Using different content to teach the same subject to students with different needs, and 2) Enhancing or augmenting existing content to make it accessible to all students.
  • 27. And don’t forget… Online course platforms like ClassE (Blackboard) provide a structure for content, allowing teachers to organise material in such a way to make them easily accessible to students.
  • 28. Differentiating by PROCESS The process of how the material in a lesson is learned may be differentiated for students based on their learning styles, interest and readiness. This stage of differentiation allows students to learn based either on what method is easiest for them to acquire knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content.
  • 29. Process = 1) Flexible Grouping 2) How information is Processed and Recorded 3) Manipulating Information 4) Extending learning time – without extending your work day!
  • 40. And don’t forget… One of the easiest differentiation tools for a reading passage is a software program that most teachers have readily at hand — Microsoft Word. Smaller reading passages, copied and pasted into Microsoft Word, can be easily enhanced to aid comprehension using standard formatting features within the program. Using the highlighting feature can help students focus on particular aspects of a text like parts of speech, literary devices, or key elements of a paragraph or research paper. Teachers can also use the comment feature to provide scaffolding or context for a student who needs help with a reading passage. Comments allow a user to insert a call-out box elaborating on a difficult vocabulary word, idiomatic expression, or complicated idea.
  • 41. Differentiating by PRODUCT: Student deomnstrations of learning refect who they are as individuals, who they are as creators and who they are as learners. Differentiating by product means offering options for how students will express their understanding of the learning goals and objectives. Allowing students to ‗choose‘ empowers them and increases their motivation and engagement.
  • 53. There is a lot to consider… O Learning styles, skill levels and rates O Learning difficulties O Language proficiency O Background experiences and knowledge O Interests O Motivation O Social and emotional development O Various intelligences
  • 54. But wait! Do you want more??

Hinweis der Redaktion

  1. Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers.
  2. Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use graphic organizers, maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability.
  3. Differentiating the product means varying the complexity of the product  (http://www.rogertaylor.com/reference/Product-Grid.pdf) that students create to demonstrate mastery of the concepts. Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to  teachers. However sometimes it is motivating for students to be offered choice of product.