Differentiated Learning

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Slide 1: 

Sezgi Yalin English Preparatory School Eastern Mediterranean University Northern Cyprus

Practical examples of how one could use three different instructional technologies studied on ITMD : 

Practical examples of how one could use three different instructional technologies studied on ITMD

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The amalgam in differentiated learning mentioned in the movie on differentiated learning can be easily brought to life by instructional technologies to assist students/teachers of selves via 1/ Whole- class work (via Moodle & Blog)

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This is how a practical example of how instructional technology can be used to help the whole-class:

A/ Students are instructed to visit course Moodle EPS 103-42 posted on ITMD forum and visit an article in the Moodle under the title ‘Music Legend Michael Jackson Dies’ (http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/06/090626_witn_jackson_page.shtml - this is the website for your reference as it might not be in the Moodle anymore by the time you receive this assignment) : 

A/ Students are instructed to visit course Moodle EPS 103-42 posted on ITMD forum and visit an article in the Moodle under the title ‘Music Legend Michael Jackson Dies’ (http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/06/090626_witn_jackson_page.shtml - this is the website for your reference as it might not be in the Moodle anymore by the time you receive this assignment)

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B/ The same article is discussed/worked on through an activity created by the teacher in teacher’s blog: visit http://sezgi1.edublogs.org/ (below also find the activity posted in this blog). This activity requires students to work as a whole group reacting to each others’ feelings, opinions and comments and at the same time enables them to work cooperatively on creating their own report as a group. Visit the article under the title above in your course Moodle and discuss the following in our blog here (please number each of your comments/answers):

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1/ How do you feel about the death of Michael Jackson? 2/ Next to the article 'Music Legend Michael Jackson dies', visit also a related link under the title 'World Mourns Pop Legend Michael Jackson' and discuss with your classmates your view on why so many people have reacted to his death in such a grandiose manner. 3/ After carefully reviewing highlighted words in the report under 'Music Legend Michael Jackson Dies', use one of these words to restart rewriting this report. e.g. one blogger writes a sentence with a different and the next one continues the report with another sentence using one of the other highlighted words. You are 14 people in class, and therefore, a new report of 14 sentences with 14 different highlighted word in each sentence will have been produced at the end of this activity. In other words, we will have produced our own class version of the report on how MJ dies.

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The amalgam in differentiated learning mentioned in the movie on differentiated learning can be easily brought to life by instructional technologies to assist students/teachers of selves via 2/ Whole-class, Group & Individual Work (via Blog; Wordle; Dvolver; Windows Movie Maker; Podcasting)

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This is how a practical example of how instructional technology can be used to help the whole-class, groups and individuals: Total number of students: 14 - 2 groups of 5 and 1 group of 4 A/ All the students in class first watch the youtube video called Micheal Jackson Moonwalk Collection at http://www.youtube.com/watch?v=n_3v-_p3ESo posted in teacher’s blog at http://sezgi1.edublogs.org/and and discuss how difficult it might be to learn to moonwalk. The activity posted in the blog: Watch the video called Micheal Jackson Moonwalk Collection at http://www.youtube.com/watch?v=n_3v-_p3ESo and discuss the following: 1/ Do you think it is easy to moonwalk? Why/Why not? 2/ Make some suggestions as to how one can learn to moonwalk.

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B/ Each group of students receives different steps in How to MoonWalk Like Micheal Jackson listed in http://www.ehow.com/how_2049881_moonwalk.html (students do not see the site yet –steps are e-mailed to different groups) Group 1 receives steps 3, 6 & 7; Group 2 receives steps 2 and 5; group 3 receives 1 & 4 (groups do not see each others’ steps)

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C/ Each group is asked to turn each step into one simple sentence only. D/ Each student in group (in groups of 5, two students will have to work together) then creates a Wordle for each step on their own e.g a student in group 1 will create on their own a Wordle for steps 3, 6 and 7 separately. F/ New groups are formed so that a student with steps 3, 6 and 7 can work with students with different steps.

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G/ Each student in every group will have a collection of 7 Wordles in front of them with different clouds of words from each step of moonwalking. H/ The same student will have to write each step of moonwalking by using the words in each Wordle and post them in teacher’s blog at http://sezgi1.edublogs.org/ as a D-volver movie (see teacher’s example at http://www.dvolver.com/live/movies-284546 )

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The activity posted in the blog: Post below the 7 different steps of moonwalking as a Dvolver movie. Also, please feel free to make comments on the steps of moonwalking suggested in your friends' movies: Are they easy to follow? Can you use this movie to learn how to moonwalk?

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I/ Optional Activities: 1/ Ask students in each group to take photos of themselves demonstrating each step of moonwalking and turn these photos into a movie by using Windows Movie Maker. This can be then posted in teacher’s blog so that others can watch and make comments about the demonstration.

2/Alternatively, podcasting can be used to record voices of each student in the group describing the steps of moonwalking. : 

2/Alternatively, podcasting can be used to record voices of each student in the group describing the steps of moonwalking.

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3/ Photos taken by students to demonstrate moonwalking can be downloaded into Voicethread so that the audience can watch these steps and make oral and written comments.

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Each activity listed above under titles ‘whole-class’ and ‘whole-class, group & individual work’ is hoped to tap different learning styles e.g. visual (e.g. Dvolver; blog activities; Voicethread), auditory (podcasting; Voicethread) , intrapersonal (e.g. Wordles; comments posted in blog; sentences written for the report with a highlighted word) and interpersonal (e.g. all whole-class and group work activities).

Students are expected to create meaning via what might be interesting, relevant and timely topics for them (the death of MJ and moonwalking). The meaning is created not only through teacher’s instructions but also via taking responsibility of creating their own materials such as a movie to share with others and thus internalize learning on their own. Even though one may consider the activities time consuming, with consistent student- training, it is possible to use such instructional technologies to indeed foster learner autonomy in less time than expected. : 

Students are expected to create meaning via what might be interesting, relevant and timely topics for them (the death of MJ and moonwalking). The meaning is created not only through teacher’s instructions but also via taking responsibility of creating their own materials such as a movie to share with others and thus internalize learning on their own. Even though one may consider the activities time consuming, with consistent student- training, it is possible to use such instructional technologies to indeed foster learner autonomy in less time than expected.

Questions? : 

Questions?

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sezgi.yalin@emu.edu.tr THANK YOU!