Technology for Differentiation final upload versio

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Published on December 28, 2007

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Using Technology as a Tool to Differentiate Instruction:  Using Technology as a Tool to Differentiate Instruction NAGC Regional Academy March 9-10, 2007 Kansas City MO Cindy Sheets Shawnee Mission School District cindysheets@smsd.org Access Presentation PowerPoint Online:  Access Presentation PowerPoint Online www.kgtc.org/nagc_powerpoints.htm Introduction :  Introduction How do you use technology now? What helps? What hinders? Definition of Technology Computers Software Internet Digital cameras and camcorders Robotics Audio-visual (movies, podcasts, etc.) Voice recorders – iPod with recorder AlphaSmart word processor Other . . . . Agenda:  Agenda Philosophy of DI and Integrated Technology Thinking beyond touch typing and games Strategies for DI with Technology What can I do in my school/classroom? Resources What do I have? What do I need? Planning How will this work for me? Slide5:  Why Technology? More than ever, individuals value the importance of technology changes in education. Knowledge economy nearly 90 percent of the upcoming workforce will utilize computers within their working environments The U.S. Department of Education “Education Technology Plan,” more computers and ubiquitous high-speed Internet access need for digital content in the schools’ curricula Executive Summary http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-thePlan.html Slide6:  ISTE – NETS Standards International Society for Technology in Education National Education Technology Standards Students Teachers Administrators 90% of states have adopted, adapted or referenced in their own state standards ISTE is now in the process of updated their standards California – Digital History:  California – Digital History The program, called History/Social Science for California, from educational publisher Pearson Scott Foresman, blends printed text, digital materials, and activities-based instructional methods aligned with state standards. Through the program, state educators have access to a complete digital curriculum with online books, video, assessment, and interactive learning tools. Using these materials, teachers can build a lesson, teach an entire class, or tailor activities to suit students' individual needs, the company said. eSchool news Feb. 2007 Stanford Online High School:  Stanford Online High School April 19, 2006—Looking to expand the options available to an elite class of learners, educators at Stanford University have announced plans to open the first online high school specifically for gifted and talented students. Run by the university's Education Program for Gifted Youth (EPGY), the Online High School (OHS) at Stanford University, or EPGY-OHS, will operate as a fully accredited, three-year, diploma-granting institution. Distance and Virtual Learning:  Distance and Virtual Learning MU Distance and Online Classes Virtual School for the Gifted (Australia) Johns Hopkins Center for Talented Youth CTY Davidson Institute’s Young Scholars Program Slide10:  What Technology Has to Offer Authentic challenging tasks Active learning - students benefit from exposure to real world problems, scientific modeling, feedback from peers and experts and global communities. http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html Beyond Bells and Whistles: Affecting Student Learning Through Technology Slide11:  Appropriately deployed technologies could support exploration and help students obtain achievable goals, form and test hypotheses, and discover new knowledge. These constructivist applications of technologies apparently support developing higher-order thinking skills that can help students strive and succeed with real, open-ended questions, such as those that they will have to face, address, and conquer during their adult lives (Valdez et al., 2000). http://www.ncrel.org/tech/elearn/system.htm E-Learning Synthesis: Curriculum and Standards-Based Content Learning Technologies and Higher-Order Skills Slide12:  Some Things to Consider for Quality Tech Integration Allows for different learning styles Uses tasks that are intellectually demanding/require higher level thinking Provides open-ended questions and activities Requires more abstraction and complexity Based on student interests Requires student to be more self-directed Uses Inquiry process Develops problem finding and problem solving skills Based on an authentic or real-world task(s) Allows students to discover and uncover information Features that Support DI with Technology :  Features that Support DI with Technology Privacy – protects the self esteem of the student working on the least sophisticated task to the most complex. Least sophisticated group may use the most sophisticated technology. Collaboration and communication skills required Organization – graphic organizer software (Inspiration), using tables, data-bases, spreadsheets, folders and files Learning styles – visual, auditory and social learning. Choices – levels of depth and complexity, interest, motivation Authentic learning – project-based, authentic tasks * E-Speak – not degeneration but new form of communication (LOL, BTW, etc.) What DI with Technology is NOT . . .:  What DI with Technology is NOT . . . Computers are not fancy workbooks more than tools, they are an environment for communication, learning, work and play. Not a place to put students to keep them occupied while we work with other students. They should enhance instruction, not just parallel it. What DI with Technology IS …:  What DI with Technology IS … constructivist, higher level thinking, communication, creation of original work, and problem solving in non-routine ways and authentic ways Technology as a means of providing support, opportunity and meaning. Re-Thinking the Way We Do Things When Adding Technology. . .:  Re-Thinking the Way We Do Things When Adding Technology. . . Be willing to learn from students Teachers still have much to offer: critical thinking, unlocking meaning, clear communication, etc. Teaching with technology can be transforming Encourage student autonomy Dual level of teaching content along with meta-cognition- learning how to learn Learning is cumulative – education is ongoing and doesn’t end with a test Welcome productive digressions A lot of work – build a collaborative team, and consider including students as part of the team Slide17:  Changing the Process . . . Math concepts Virtual manipulatives Science – up to date information Alternatives Net Frog Research in “real time” Newscasts (CNN) Data (USGS) Maps (TerraServer) Analyzing for validity Technology Rich Environments:  Technology Rich Environments identify essential questions and match learning needs to effective and efficient technology-rich learning environments. apply technology tools to produce texts, illustrations, photographs, sounds, videos, and animations for use in teaching and learning. identify, design, create, and facilitate learning spaces through the use of technologies such as email, forums, blogs, virtual conferencing, collaborative web/wikis, social networks, course management systems, desktop spaces, and interactives. Annette Lamb Some Criteria for Software Selection:  Some Criteria for Software Selection Does things better Does better things Provides feedback Has multiple levels for different learners (Tracks student performance) (Triggers different problems depending on individual performance) Decisions, Decisions (Tom Snyder) Slide20:  Technology Products Multimedia products Text with graphics Web-published products Stand-alone slide shows Digital video (not VHS) Visual essays and reports Digital storytelling Podcasts and Vodcasts Slide21:  Word Written projects Books Stationary Tables and Charts Reports Business Cards Newsletters Postcards Signs Web Pages Graphics Word Art Draw Tools Auto Shapes Clip Art Photos Original Art Work Flowcharts Call-outs Slide22:  PowerPoint Presentations Games Illustrated Stories Animation Timelines Posters and Signs Portfolios Harporous Chihuly Electromagnetism Excel:  Publishing Excel Posters & Banners Graphs and charts Original Data Pictographs Stock Market Data Base Budgeting Timelines Labeling Maps and Diagrams Brochures Newspapers Magazines Calendars Booklets Signs Banners Flyers Posters Slide24:  Inspiration/Kidspiration Webs Graphic organizers Timelines Conversion Outlines PowerPoint New Inspiration Data! A Multitude of Resources :  A Multitude of Resources AT&T Knowledge Network Explorer Teaching and Learning Center $ K-12 TLC Student Research Center.htm Welcome to K-12 TLC Community Learning Center.htm Mrs. Sheets Research Guide to Endangered Animals TLC Guide to Endangered Animals.htm Activity: Calendar/Daily activity for older elementary.htm American Memory Science and Innovation Treasure Hunt.htm Kindergarten activities Links.htm Quia Web.htm $ Sites that help classroom teachers adjust their teaching process to their learners needs.htm Integrating Technology into DI How Do I Do That?:  Integrating Technology into DI How Do I Do That? Slide27:  Technology can be used as a tool to differentiate Content, Process, Product, and Environment Technology can be used in key components of differentiation: readiness, interest, learning styles Content, Process, Product . . .:  Content, Process, Product . . . Content Everyone is learning the same concept, but using different levels of complexity, depth or sophistication Process Everyone is learning the same concept, but using different methods to learn it Product Everyone is using different ways of showing what they know. Online Resources For DI in Technology:  Online Resources For DI in Technology Project GATE Differentiation in detail Differentiated Instruction Using Technology EduScapes A Site for Life-long Learners Internet 4 Clasrooms (sites to help classroom teachers adjust to DI Technology & Learning - The Resource for Education Technology Leaders Teachers More Resources . . . :  More Resources . . . Technology Resources for Differentiated Instruction Montgomery County.htm Thinkfinity - Education & Technology in the 21st Century (MarcoPolo) ThinkQuest Using Technology to Differentiate Instruction.htm Funbrain – Curriculum Guide The Teacher Tap – professional development resources for educators (Annette Lamb and Larry Johnson) Thirteen Ed Online Rubrics for Assessment Research or Copying?:  Research or Copying? Where’s the Content?:  Where’s the Content? Research:  Research From Trivial Pursuit to Essential Questions.htm The New York Times Learning Network Guide to U_S_ Government for Kids The Great Question Press Thirteen Ed Online Internet Research :  Internet Research Ivy’s Search Engine Resources for Kids Kids Click WebCrawler Wikipedia Google searches Maps, video, images, books (text), Google Earth and more Google.com/education Applications for Educators Google online documents Share, publish to Internet, collaboration Differentiation Strategies How can technology be used in the following strategies?:  Differentiation Strategies How can technology be used in the following strategies? Flexible Grouping Tiered Lessons Independent Projects Learning Centers Learning Contracts Compacting Questioning Mentoring Things to Consider in Differentiated Instruction:  Things to Consider in Differentiated Instruction Scaffolding Choice Depth and Complexity Learning Styles Learning Environments Task difficulty Equalizer (Carol Ann Tomlinson) Slide37:  These continuums can help you plan content, process, and products for gifted learners, as well as other learners with diverse needs. They are not a recipe, but rather a guide for your thinking. In general, students who are gifted in a given subject or very advanced in a particular topic need to function toward the right end of the continuums. There will be exceptions, of course. For example, a highly able learner may at times need to work at a slower pace to study a topic in greater breadth or depth. At the beginning of a complex study, even a highly able learner may need to work at simpler tasks, toward the left of the continuums will need to move toward the right. Simple Complex Resources, Research, Issues, Problems, Skills Concrete Abstract Examples, Illustrations, Applications, Conclusions Single – faceted Multi – faceted Problems, Applications, Solutions, Approaches, Disciplinary Connections Small Leap Great Leap Application, Insight, Transfer Closed Open Solution, Decisions, Approaches Less Independence Greater Independence Planning, Designing, Monitoring Foundational Transformational Information, Ideas, Materials, Applications Slow Quick Pace of Study, Pace of Thought Continuums for Planning Differentiated Lessons ASCD, 1994 Anchoring Activities:  Anchoring Activities A – Alternatives…When do you use them? Optional Activities Daily Activities Weekly Activities B – Brainstorm Ideas…What are examples? Journals “Project Extensions Puzzles (ex. Logic, either students created worksheets) Workbooks Labs Research Skill/Drill Practice Test Prep Project Interests Independent Studies Computer Skills Student Generated Activities Flexible Grouping:  Flexible Grouping Groups can be based on interest, readiness, learning styles, or ability Groups are temporary for one unit, assignment, or task Teacher assigns when matching to criteria Readiness for skill or content, interest Ensuring mix of students Students select when appropriate Clear guidelines for group functioning Steps for Guiding Student Research:  Steps for Guiding Student Research Assess, Find, or Create Student Interests Help Students Find a Question(s) to Research Develop a Plan of Action to Guide the Research Help Locate Multiple Resources Provide Methodological Assistance Develop a Research Question(s) to Answer Provide Managerial Assistance Help to Find Products and Audiences Provide Feedback/Escalate the Process Evaluate Independent Projects:  Independent Projects Can be structured or open-ended, depending on readiness of student Builds on student interest Include computer as tool for content, process or product Teacher provides guidance and structure Provide criteria for success Who Does Research? What kinds of questions would these people ask?:  Who Does Research? What kinds of questions would these people ask? 42 Interest Centers:  Interest Centers Build on student interest Students can help in the process of development Clear criteria for success Challenging level of tasks Interest based groups Using a computer station as a learning center Adding computer tasks to a learning center Learning Contracts:  Learning Contracts Blend skills and content Match skills to readiness Match content to readiness, interest, learning styles Allow student choice Clear and challenging criteria for success Set rules in the contract Focus on concepts, themes or problems if possible Vary levels of independence/time to match readiness Compacting:  Compacting 1) Pre-assessment 2) Plan for learning what was missed and excuse what is mastered 3) Plan how free time may be spent Allow student choice in how time is spent Written plans and guidelines Questioning :  Questioning Target some questions and leave others “open” to group Open-ended questions when possible Wait time Think- pair-share Encourage “building” on previous answers Encourage students to “explain and defend” Adjust difficulty of question based on student needs Mentoring:  Mentoring Good match Clear goals Defined roles Preparation for student and mentor Use of e-mail or e-communications Tiered Lessons:  Tiered Lessons Not an introduction, but probably after whole group instruction so basics are understood Same concept, objective, or essential question, but different levels Avoid tasks that can be “copied” from a source Organize by Bloom’s Taxonomy, concrete to abstract, scaffolding, depth, complexity, organization BSU Steps to Designing Tiered Lessons :  BSU Steps to Designing Tiered Lessons Identify the grade level and subject for which you will write the lesson. Identify the standard (national, state, district, etc.) that you are targeting. Identify the key concept and generalization. Be sure students have the background necessary to be successful in the lesson. Provide needed scaffolding. Determine in which area you will tier. Content, process, product determine the type of tiering you will do: Readiness, interest, learning profile based on your choices above, determine how many tiers you will need and develop the lesson. Differentiation means doing something different--qualitatively different Secondly, be sure each tier is doing moderately challenging, respectful work. We don’t want one group doing blackline practice sheets and another doing Japanese cooking! develop the assessment component to the lesson. formative, summative, or a combination of both. For more information on tiering, please contact the Center for Gifted Studies and Talent Development at 1-800-842-4251. Tiered Lesson Template :  Tiered Lesson Template Based on the steps outlined by BSU Make sure your lesson is based on a broad enough concept or generalization Julie’s Personal Agendas:  Julie’s Personal Agendas Anchor activities Flexible time – scheduled time Centers How Can Technology Assist in the Following Areas? :  How Can Technology Assist in the Following Areas? Slide53:  Find sources of information that are appropriate for students who may have difficulty reading. Provide advanced organizers to help students receive and communicate information. Provide management plans in which tasks are listed sequentially with target dates for completion. Finally, provide a structure or visual format to guide the finished product. A sketch of an essay or science project board will enable these students to produce a well-organized product. Use technology to promote productivity. It allows students with learning disabilities to hand in work of which they can feel proud. Offer a variety of options for communication of ideas. Help students who have problems in short-term memory develop strategies for remembering. The use of mnemonics, especially those created by students themselves, is one effective strategy to enhance memory. Visualization techniques have also proved to be effective. Adapted fromJann Leppien STRATEGIES For Students Choice:  Choice Novel Think Tac-Toe Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, rich with detail, and accurate. Civil War – Advanced :  Civil War – Advanced Depth & Complexity -Rafting:  Depth & Complexity -Rafting Helps a student understand The ROLE of writer, speaker, artist, historian, etc. An AUDIENCE of fellow writers, students, citizens, characters, etc. How to produce a written, spoken, drawn, acted, etc. FORMAT A deeper level of content within the TOPIC studied. RAFT:  RAFT RAFT is an acronym that stands for Role of the writer. What is the writer’s role: reporter, observer, eyewitness? Audience. Who will be reading this writing: the teacher, other students, a parent, people in the community, an editor? Format. What is the best way to present this writing: in a letter, an article, a report, a poem? Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event? High School History RAFT: Cold War:  High School History RAFT: Cold War Know Key events in the Cold War Key leaders in the Cold War (John Kennedy, Nikita Khruschev, Fidel Castro) Understand Political leaders’ actions and decisions can be driven by a desire to propagate national ideologies. The desire to propagate national ideologies can override reason and logic. Be Able to.. Locate and use relevant information. Use information to write from a perspective other than their own. Analyze and account for different perspectives. Discuss and reach consensus on important topics. RAFT Activities:  RAFT Activities Slide60:  Learning and Retention Rates Beyond Bells and Whistles: Affecting Student Learning Through Technology http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html Planning Technology Supports and Integrating Technology and DI:  Planning Technology Supports and Integrating Technology and DI Pick one of the worksheets to use as a planning guide. Jot down some ideas that you might have so far Share with a neighbor Take a 10 minute break Technology and Content:  Technology and Content Slide64:  Graphic Organizers Inspiration Software, Inc.htm Kidspiration, Inspiration Data Versions for Handhelds (Palm and Windows) Example of Template Sample 2 Sample 3 Schools of California Online Resources http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm Write Design Online On-Line - Graphic Organizers.htm Slide65:  Interactive Content – Active Learning Real-time data projects Using online data, such as world-wide earthquake activity Using and analyzing Primary Resources Collaborative projects Sharing and compiling data online Partner projects Connecting with another group or organization to complete or share a project Webquests Teacher designed, student implemented Blackboard classes Tutorials Quality Content Examples:  Quality Content Examples Jason Project UCMP (University of California Museum of Paleontology) AMNH (American Museum of Natural History) Nova Center for Innovation in Engineering and Science Annenberg Media Edutopia (GLEF) Geo-Literacy Project Slide68:  Online lessons Teacher background resources Slide69:  Ology site map Slide70:  Collections Primary Documents-journals More depth of content Museum Resources :  Museum Resources Huge amounts of educational materials and resources Standards based Go behind the scenes: NOT the educational portion of the site Archival records and journals Actual collection searches Annenberg Media:  Annenberg Media Online via Video on Demand You can view Annenberg Media programs of your choice online with a broadband connection whenever you see this icon. There is no charge for this service. Majority for Teachers, but many excellent resources for gifted students A Biography of America.htm Journey North A Global Study of Wildlife Migration Monarch Butterfly.htm Foreign Language Science History and Social Studies Arts Mathematics Primary Resources :  Primary Resources A source created by people, in their own words, who actually saw or participated in an event. Primary sources were either created during the time period being studied, or were created at a later date by a participant in the events being studied (as in the case of memoirs) and they reflect the individual viewpoint of a participant or observer http://www.lib.berkeley.edu/TeachingLib/Guides/PrimarySources.html Samples of Primary Resources:  Samples of Primary Resources Library of Congress American Memory Collection The Learning Page National Archives Regional Centers; Presidential Libraries Eyewitness Genealogy Resources; census records Smithsonian Institute Smithsonian for Kids; for Teachers United States Holocaust Memorial Museum National Gallery of Art Interactive exhibit Slide81:  Includes primary documents and visuals Slide83:  1881, an unmarried woman of 43, with no official training, decided to live with the Sioux women for 6 weeks to understand their way of life. This is her story, and her diary. Photo Gallery, Diary Entries, Folk Tales Smithsonian Education Slide85:  Online Exhibits Slide87:  Passenger Ship Lists Auschwitz prisoners Deportation Databases Students research using actual documents and databases to find out what happened to four different people. Technology & Process :  Technology & Process VOD (video on demand) Allows for different learning styles PBS – Chalkwaves, United Streaming Video Webquests learning styles, higher level, interest, self-directed, real-world tasks, uncover information A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. Adventure Into the Unknown A Webquest on the Lewis and Clark Expedition.htm A Home on Ganymede Introduction.htm Blackboard – eLearning Web 2.0 “Build applications that harness network effects to get better the more people use them.“ Wiki’s, social networking, blogs, podcasting, eBay, Flickr, iTunes Moodle Process & Content:  Process & Content NASA – Astrobiology Welcome to AstroAdventure Astro-Venture is an educational, interactive, multimedia Web environment highlighting NASA careers and astrobiology research in the areas of Astronomy, Geology, Biology and Atmospheric Science. Students in grades five through eight are transported to the future where they role play NASA occupations and use scientific inquiry, as they search for and build a planet with the necessary characteristics for human habitation. Supporting activities include chats with real NASA scientists, online collaborations, classroom lessons, student publishing area and occupations fact sheets and trading cards. Use spectroscopy and doppler shift to determine planet size Use spectroscopy to determine star type Handhelds and iPods:  Handhelds and iPods Store and graph data Journal recording Record lectures and notes Access video and podcasts Foreign language dictionaries Personal organization Communication/sharing Music lessons Literature and Reference:  Literature and Reference Resources in reference, fiction & non-fiction Bartleby.com Shakespeare, major dictionaries and reference books, poets, dictionary of quotations, anthologies Cyberguides The Giver The Children’s Library library Serbian The adventurer.htm A apple pie - Book Overview.htm On Line Literature Nancy Bosch:  On Line Literature Nancy Bosch Chasing Vermeer The Wright3 What Rhymes with Squirrel? Writing – Desktop Publishing :  Writing – Desktop Publishing Templates Reports, newsletters, booklets, brochures, outlines, presentations Word processing and spell-checking Laptops, Alphasmart Voice Recognition software Publishing formats GPS / GIS:  GPS / GIS Geocaching Where YOU are the search engine! Groundspeak - Benchmark Hunting Home Page.htm Benchmark Hunting Waymarking Technology & Products:  Technology & Products Multimedia products Text with graphics Web-published products Stand-alone slide shows Digital video (not VHS) Visual essays and reports Digital storytelling Products associated with a differentiated approach reflect both the learners' expression and the applied skills of a field of study. These products can be achieved through exposure to learning opportunities developed within the classroom or through the external environment (Passow, 1982) Creating Web Sites:  Creating Web Sites Guardians of Freedom Introduction.htm Guardians of Freedom LLoyd Smith.htm Using Word Web Wizard Using Software Tools FrontPage DreamWeaver Digital Photography:  Digital Photography Save Samples of work or class projects Art/design Basic photography techniques Record science experiments or other activities Creative expression Illustrate original works Portfolios Adobe Photo-Deluxe, Paint Shop Pro and others Photo Story3 Analog or Digital Camcorders:  Analog or Digital Camcorders Original plays and productions Documentaries Animation drama Language arts, commercials Sound editing QuickTime movies add to web pages, email, PowerPoint presentations Science – record of experimental results Add to portfolios or send home to share with parents the work accomplished iMove MovieMaker2 Tape Recorders – Digital Recorders:  Tape Recorders – Digital Recorders Reluctant writers – high verbal Translations (Spanish to English, etc.) Julia Original Books on Tape for young students or ELL Record personal performances (music) from home or public venues to include in other work - Eric TV:  TV Create TV programs for public broadcast in local community Public Service Announcements (radio or TV) Building or district recording – broadcast events or daily news Scanners:  Scanners Scan original artwork or documents to save digitally Create a slide show of original work Create a photo collage Create a Visual family tree Add personal photos to an online journal Use original art, wallpaper, or fabric to scan and use as original background Use an ordinary object, enlarge and use in new art ideas (like a penny!) Illustrated book Madi & Julia Podcasts & Vodcasts:  Podcasts & Vodcasts Recording audio and video Broadcasting to web sites Broadcasting for downloads Communication skills, art, technology, organizational skills . . . Music and Sound:  Music and Sound Garage Band on Mac – Eric & Matti Layer tracks, record, mix, etc. Digital recording With or without microphone Sound Effects in digital video PowerPoint & Web Pages Record your own Add files from Microsoft online files Robotics:  Robotics Robolab Mindstorms Technology Integration ideas for teachers:  Technology Integration ideas for teachers Technology Integration for Teachers resources for reading and doing Best on the Web A Different Place Tammy’s Technology Tips 4Teachers Education World – Technology in the Classroom National Organizations Curriculum on the Web:  National Organizations Curriculum on the Web National Science Teachers Association http://www.nsta.org National Council of Teachers of Mathematics http://www.nctm.org National Council for Social Studies http://www.ncss.org Kennedy Center ArtsEdge http://artsedge.kennedy-center.org National Council of Teachers of English http://www.ncte.org International Reading Association http://www.reading.org Science :  Science American Museum of Natural History University of California Museum of Paleontology Museum of the National Academy of Sciences Human Genome Project National Institute of Health Education Resources Science NetLinks Hubble galaxies far, far away HHMI Resource Center Science Activites Mathematics:  Mathematics Mathematical Interactive Tools The Math Forum @ Drexel University A Creative Encounter of the Numerical Kind Math Activities Language Arts Carol Hurst’s Children’s Literature Site The Complete Works of Shakespeare Thinkmap Visual Thesaurus History – Social Studies:  History – Social Studies Teaching US History Primary Source Materials and Document Based Questions Digital History Veteran’s History Project DoHistory National Geographic Expeditions Econ EdLink Interesting Ideas:  http://whatkidscando.org/ Interesting Ideas Digital Library and Archives What Kids Can Do Assessment and Dealing with Parents:  Assessment and Dealing with Parents Communication Helping parents understand a different way of assessment – be pro-active Explaining why all students are not doing the ‘same’ thing at the ‘same’ time. A1, A2, A3 (grade and levels of readiness) Rubrics, Rubrics, Rubrics Rubistar, books, and more to make life easier Summary:  Summary “With both DI and teaching with technology, your role as teacher is ever-changing as you adapt. What remains anchored are the essential questions and the processes of learning how to learn. With these in place, and with flexibility, inquisitiveness, and a pioneer spirit, you can keep things interesting for everyone.” Amy Benjamin Differentiated Instruction Using Technology The Business of Schools:  The Business of Schools The Business of Schools Is to produce work that engages students, that is so compelling that students persist when they experience difficulties, and that is so challenging that students have a sense of accomplishment, of satisfaction—indeed, of delight—when they successfully accomplish the tasks assigned. Inventing Better Schools * Schlechty Where Do I Start?:  Where Do I Start? What content, topic, or lesson should I start with? What technology may help students to better understand? Where can technology enhance the content, process or products in my classroom? What technology can assist in meeting student readiness, interests, or learning styles? Who will assist me? School personnel, other teachers, technology experts Who will support me? Administrators, curriculum specialists . . . What more do I need to get started? Resources Information Access

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