Differentiating Instruction Using Technology差异教学应用.pdf

Differentiating Instruction Using Technology November 29, 2007 Judith Zorfass, EDC Jenna Wasson, CAST Goals of the Call • Learn about Differentiated Instruction (DI) • Collaborate to plan • Learn about resources to support next steps Agenda • Introductions • Definition and Dimensions • Key Practices using Technology • Planning for Differentiating Instruction • Reflection • Next Steps • Additional Resources Introductions • Meet Judy and Jenna • Who are you? Definition of DI By differentiating instruction, we mean the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Teachers can do this most effectively by using a range of technology tools to engage learners at varying levels of readiness in multiple ways and by offering students options for demonstrating their understanding and mastery of the material. Dimensions of DI • Three teacher-dependent dimensions (1) Content, (2) Process, (3) Products • Three student-dependent dimensions (1) Interest, (2) Profile, and (3) Readiness Teacher-dependent Ways to Differentiate By Different levels of reading or resource materials, reading Content buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, tape- recorded materials, etc. By Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group Process work, varied journal prompts, mixed readiness groups with targeted roles for students, etc. By Tiered products, students choose