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