Differentiated Instruction & Technology Use. Is this differentiation?. Differentiated Instruction & Technology Use. What do we know about your classroom?. Differentiated Instruction & Technology Use. 4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree.
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Differentiated Instruction&Technology Use
What do we know about
Regardless of the content, my teacher(s) always pre-test us to determine what we already know prior introducing any new subject area.
My teacher(s) frequently modify classroom activities based on my outside interests.
I always feel challenged in my classroom(s).
My teacher(s) always give(s) us options for completing any assignment or project .
Besides my regular classroom work, I am also assigned a long-term project in class that I work on whenever possible .
16 - 20 points = Exceptional Differentiation
11 - 15 points = Moderate Differentiation
10 - 14 points = Low Differentiation
Pick a Course or Grade Level:
Pick a Content Area:
Identify Two Major TEKS relating to the Content Area:
Select a Bloom’s Level:
Select an Area of Student Interest:
3. Personal Improvement
Select a Learning Profile:
Select Two Technology Application TEKS:
1. Foundations: Demonstrate proficiency in using different input devices (e.g., D/V cameras, scanner, CD-ROM)
2. Information Acquisition: apply appropriate electronic search strategies in the acquisition of information
3. Solving Problems: demonstrate proficiency in the use of multimedia authoring programs
4. Solving Problems: Integrate two or more productivity tools into a document
5. Communication: demonstrate appropriate use of graphics, fonts, etc. to communicate effectively
Design a Performance-based Task (Product) for a Classroom Based on Your Selected Variables….
Differentiation means creating multiple paths so that students of different readiness levels , interests, or learning profiles experience equally appropriate ways to absorb, use, develop, and present concepts as part of the daily learning process. Specific strategies for differentiation include:
Personal Agendas are personalized lists of tasks that a student must complete in a specified time, usually two to three weeks.
A Compacted Curriculum encourages teachers to assess students before beginning a unit of study or development of a skill. Students who do well on the pre-assessment do not continue work on what they already know.
Flexible Grouping allows students to be appropriately challenged and avoids labeling a student's readiness as static.
Strategies for Differentiating
Interest-Based Investigations provide opportunities for students to explore topics of personal interest while supporting their research skills.
Differentiation Instruction Power Point from Carrol ISD
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
William Arthur Ward