Monday, February 11, 2008

Differentiated Instruction and Instru...

Designing Effective Smartboard Lessons: Differentiated Instruction and Instructional Intelligence Meets the SmartBoard




URL to download the Notebook file 

http://www.mediafire.com/file/mimmgujg2mz/DIA and II presentation.notebook 

 






"If a child can not learn the way we teach, then maybe we need to change the way we teach" Ignacio Estrada


"Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning." Carol Ann Tomlinson

 



Definitions:


  • Differentiated Instruction:  instruction geared toward the varied needs/interests/aptitudes of individual learners 
  • Instructional Intelligence :  the variety of strengths/intelligences the students bring to the learning environment
  • Differentiated Assessment - assessment tools which fit the varied needs of individual learners, providing opportunities which will allow success?
 


Introductions: "Getting to know your class"

Strategy:

Turn to an elbow partner



  • Introduce yourself


  • Where do you teach?


  • What are your goals from this session?


  •  

Introduce your partner to the rest of the group.

Strategy: Dice and Spinner in SmartBoard

 

Where does the class want to go with this session?

What do we need to know about our class?

Strategy:

Brainstorm- on placemats - laminated images the same as on the Smartboard

Uses Dual Screen - placemat on left and student brainstorming on the right

- sort and organize ideas when done

- move best ideas to the left screen-

- Use Placemat or Mind map image

Getting to "Know Your Class"

What are their:



  • Preferred Learning Styles


  • Preferred Teaching styles


  • Multiple Intelligence strenghts and weaknesses


  • Instructional Intelligence Strategies and tactics strengths


  • Differentiated Instruction strategies and tactics used and tried. 

 

Resources Available:



  • Books


  • Internet

Strategy:



  • Gallery Walk,



    • work is posted on wall and students walk from work posted from the group work


    • ideas and or questions are added to the group work results


  •  Book talk


  • 3 Stage Interview



    • Interviewer / Listener/ Recorder


    • Each person takes a turn in the role


    • Record results in Google Docs


    • and/ or on the SmartBoard

 


How can we engage our students in the classroom?

Strategy:




  • Timer and Spinner



    • Numbered heads and Coloured coded groups


  • Think Pair Share  and Placemat


  • Record on SmartBoard



    • Use Dual Screen



      • Graphic on one side and answers on the other side


  • Smart Ideas using Ink Aware Feature



    • a student acts recorder as answers are given from the class

  

Differentiated Instruction

Follow the instructions above but open "Differentiation using the smartboard"

Directions:



  • Find a new Elbow Partner


  • Work through the file and make a list of how you might use some of the activities in the classroom


  • Select which one of you who will present and who will record

 

Basic SmartBoard tools that allow for Differentiated and Instructional Intelligence using the Smartboard

Group Question

Strategy: Think, Pair-  talk to partner and then Share, person who isn't presenting idea comes up and writes on the board

 


What are the different ways the smartboard can be used as an Instructional Tool?




  • as an "interactive" whiteboard



    • writing on it


    • clicking responses


    • revealing hidden text

 



  • like a manipulative



    • moving objects


    • sorting categorizing

 



  • as a viewing surface

 



  • as a demonstration computer before going to the lab

 



  • Demonstration and Interactive tool




      • Example: shared reading

 



  • Interactive 



    • students respond,


    • students try application


    • Allows use of interactive web sites geared to a variety of learning styles

What tools does the SmartBoard have that allow for Differentiated Instruction?



  • Dice
  • Spinner
  • Hide and Reveal
  • Screen Shade
  • Spot Light
  • T-chart Flash files 
  • Graphic Organizers:


    • Venn diagrams


    • Fishbone diagram


    • T Chart


    • Mind Maps


    • Concept Maps


    • Concept Attainment

 

Add-Ons


  • Kagan Group Selector
  • Kagan Timer
  • Student Response Systems

 

Lesson Activity Toolkit

Download the ToolKit

 Directions:


 

Other Resources



  • Web Links


  • Kagan Tools:



    • timer,


    • Group Selector


    • Chips

 

Strategies



  • Walkabouts
  • Choice Boards
  • Four Corners
  • Value Lines
  • Appointment Cards
  • Concept Attainment

 

Layered Curriculum by Kathie F Nunley

Support and Resources: www.Help4Teachers.com

 

What is in a Layer?

C Layer : 

Basic knowledge, understanding.



  • The student builds on his/her current level of core information.   

 

B Layer : 

Application or manipulation of the information learned in the C layer.



  • Problem solving or other higher level thinking tasks can be placed here.

 

A Layer : 

Critical Thinking and Analysis.



  • This layer requires the highest and most complex thought. Create leaders, voters.

Source  

 

Differentiated Instruction

Start Where They are: Differentiating for Success with Young Adults

by Karen Hume

Lesson Sample Media in Grade 8

Essential Question:



  • Why does .........

 

Reflection Strategy:



  • List three aspects....,


  • List two ways....,


  • List one question.....


  • Additional Comments........

 

"Say Something" Activity" 



  • Text Title:________,


  • Informal notes about the text, 


  • My comments and ideas ....... in circle discussion,


  • I would give myself the following level: Level 1, 2, 3, 4 


  • Based on my participation and cooperation 

 

Whole-class brainstorming in response to the Essential Question .......

 

Place Mat Activity

 

Out of class activity related to "Essential Question"

 

Introduction of "Culminating Task"



  • You have been hired by....


  • Teach __ key questions........


  • Model using the key questions in an activity.......



    • Guide students in using the key questions.......


  • Students work in small groups with teacher support


  • Students complete the Reflection Sheet...

 

Divide students into 5 or 6 groups



  • Each student provided with an example of different form of media....



    • Each student visits each of the centers

 

Students complete "Say Something" Activity sheet and "Reflection Strategy" sheet

 

Project / Task



  • Create an .....


  • Do a spoof of ....

 

Culminating Task



  • In groups of 1 to 3 Complete Culminating Task

 

Media Unit Culminating Activity Evaluation




    • Self Evaluation


    • Peer Evaluation

 

Present Culminating Task

 

Reflection and Wrap-up

 

Revisit Anticipation Guide

 

 


                                           













































Traditional Teaching Emerging Teaching
Teacher-directed, memory-focused instruction Student-centered, performance-focused learning
Lockstep, prescribed-path progression Flexible progression with multi-path options
Limited media, single-sense stimulation Media-rich, multi-sensory stimulation
Knowledge from limited, authoritative sources Learner-constructed knowledge from multiple Information sources and experiences
Isolated work on invented exercises Collaborative work on authentic, real- world projects
Mastery of fixed content and specific processes Student engagement in definition, design and management of projects
Factual, literal thinking for competence Creative thinking for innovation and original solution
In-school expertise, content, and activities Global expertise, information, and learning experiences
Stand-alone communication & information tools Converging information and communication skills
Traditional literacy and communication skills Digital literacies and communication skills
Primary focus on school and local community Expanded focus including digital global citizenship
Isolated assessment of learning Integrated assessment for learning

Source:  page 6  National Educational Technology Standards for Students

Second Edition  ISTE

 


 

Focus Questions:



  • What do students need to learn?

 



  • How do we know that they have learned it (before the end of year tests)?

 



  • What are the most effective teaching and learning strategies?

 


                                                         

 

Education / Professional Development

A Whole New World: Why Right- Brainers will rule the World, by Daniel H. Pink, RiverHead Books, N.Y. Copyright 2006, (www.penguin.com) ISBN 1-59448-171-7, Cost 21.00 Canadian

Drawing on the right side of the Brain by Betty Edwards, JP Tarche Inc, Los Angeles, Copyright 1979, ISBN 0-87477-088-2

Breakthrough by Michael Fullan, Peter Hill , Carmel Crevola, Corwin Press and Ontario Principals Council, Copyright 2006, ISBN 1-4129-2642-4

Differentiated Instructional Strategies in Practice, Training, Implementation, and Supervision by Gayle H. Gregory, Corwin Press, Thousand Oaks, CA, (purchased at Chapters online) Copyright 2003, ISBN 0-7619-3902-4

Digital - Age Literacy for Teachers: Applying Technology Standards to Everyday Practice by Susan Brooks - Young, ISTE Publications, Eugene, Oregon, (www.iste.org) Copyright 2007, ISBN 979-1-5684-229-9

Even Hockey Players Read: Boys Literacy and Learning by David Booth, Pembroke Publishers, Copyright 2002, ISBN 1-55138-147-8

 

Instructional Strategies

Instructional Strategies for K to 12 Strategies for Teaching by Ottervill Public School Teachers, 2005 - 2006, Kathy Ellis, Wanda Keeling- Walter, Melanie Evens and Cathy Reissner, TVDSB


Instructional Technology

Beyond Hardware: Using Existing Technology to Promote Higher-Level Thinking by Christopher Moersch, ISTE Publications, Eugene, Oregon, (www.iste.org) Copyright 2002, ISBN 979-1-5684-193 -3

Multiple Intelligence and Instructional Technology (Second Edition) by Walter McKenzie, ISTE Publications, Eugene, Oregon, (www.iste.org) Copyright 2005, ISBN 1-56484-188-X

 

Internet

Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms by Will Richardson, Corwin Press, Thousand Oaks, CA, Copyright 2006, ISBN 1-4129-2767-6

 

Internet Safety

Staying Safe in a Wired World: a Parent’s Guide to Internet Safety by Rob Nickel, Nickel Publishing, Cambridge, ON. Copyright 2006, ISBN 0-9780082-0-0


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