Polishing gems
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The document discusses how technology can be used to enhance differentiation instruction strategies in the classroom. It provides examples of using tools like spreadsheets, surveys, random assignment generators, wikis, slide templates, and interactive websites to implement flexible grouping, tiered lessons, think dots, RAFTs, diagnostic and formative assessments, and accountability tracking. It challenges the reader to select a DI strategy and use technology to improve it, then share it on a wiki.
Polishing gems
- 1. Combining Tech & DI Polishing DI Gems with Technology
- 2. Flexible Grouping • Intentional – spreadsheet data • Self Selection – preference survey (Google form) • Random – Random Assignment Generator
- 3. Tiered Lessons • Present each tier on separate wiki pages • Incorporate media & interactive web sites • http://tech4di.wikispaces.com/Grouping+Card
- 4. Think Dots • Slide presentation templates • Glogster • Incorporate media & interactive web sites
- 5. X O Tic-Tac-Toe or Think-Tac-Toe • Table format in any word processor • Wiki page with table format • Incorporate media & interactive web sites
- 6. RAFTs • PBL • CBL • Incorporate media & interactive web sites • Intel Education K12 Teaching Tools • Thinkfinity
- 7. Diagnostic Assessment • Survey Tools (Google forms) • Socrative • Online surveys of interests & learning profiles Slide 9
- 8. Formative Assessment • Online Rubrics – Rubistar • Socrative • Online Quizzes – Quia • Exit Cards – wikis, micro-blogging, forums Slide 10
- 9. Accountability • Student Information Systems • Curriculum Mapping
- 10. Challenge • Select one or more DI strategies you have already used • Use technology to make a fundamental difference in how the strategy helps students learn (polishing your gem) • Share these on the Tech4DI wiki
Editor's Notes
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- #3: Flexible Grouping may be considered a low-prep strategy in some cases. Using technology can often facilitate flexible grouping, but it involves some prior planning that removes some spontaneity and increases preparation.\n
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- #10: Differentiated Instruction does not change or diminish accountability for ensuring students learn and achieve critical understanding of learning standards and benchmarks. With the disaggregated data now available from standardized testing, more detailed information about individual student progress is and should be available to classroom teachers to inform their instructional planning. Technology can and should facilitate this process, and it can also make the curriculum development and implementation process far more functional and practical.\n\nThe wiki has a link to an article about choosing a student information system as well as a link to PowerSchool which I am familiar with, but there are many student information systems available.\n\nI also have embedded a video of Heidi Hayes Jacobs about what curriculum mapping is along with a link to Curricuplan, an online\n
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