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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

your classroom?


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Differentiated Instruction & Technology Use

  • 4 - Strongly Agree

  • 3 - Agree

  • 2 - Disagree

  • 1 - Strongly Disagree

Regardless of the content, my teacher(s) always pre-test us to determine what we already know prior introducing any new subject area.


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Differentiated Instruction & Technology Use

  • 4 - Strongly Agree

  • 3 - Agree

  • 2 - Disagree

  • 1 - Strongly Disagree

My teacher(s) frequently modify classroom activities based on my outside interests.


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Differentiated Instruction & Technology Use

  • 4 - Strongly Agree

  • 3 - Agree

  • 2 - Disagree

  • 1 - Strongly Disagree

I always feel challenged in my classroom(s).


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Differentiated Instruction & Technology Use

  • 4 - Strongly Agree

  • 3 - Agree

  • 2 - Disagree

  • 1 - Strongly Disagree

My teacher(s) always give(s) us options for completing any assignment or project .


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Differentiated Instruction & Technology Use

  • 4 - Strongly Agree

  • 3 - Agree

  • 2 - Disagree

  • 1 - Strongly Disagree

Besides my regular classroom work, I am also assigned a long-term project in class that I work on whenever possible .


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Differentiated Instruction & Technology Use

Differentiation

Score Card

16 - 20 points = Exceptional Differentiation

11 - 15 points = Moderate Differentiation

10 - 14 points = Low Differentiation


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LoTi Framework: An Indicator for Differentiation

  • Level 0 - Nonuse

  • Level 1 - Awareness

  • Level 2 - Exploration

  • Level 3 - Infusion

  • Level 4a - Integration (Mechanical)

  • Level 4b - Integration (Routine)

  • Level 5 - Expansion

  • Level 6 - Refinement


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ExtremeDifferentiationSimulation


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Differentiation-in-Action

Pick a Course or Grade Level:

Pick a Content Area:

Identify Two Major TEKS relating to the Content Area:


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Differentiation-in-Action

Select a Bloom’s Level:

1. Application

2. Analysis

3. Synthesis

4. Evaluation


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Differentiation-in-Action

Select an Area of Student Interest:

1. Neighborhood

2. Environment

3. Personal Improvement

4. Survival

5. Travel

6. Family


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Differentiation-in-Action

Select a Learning Profile:

1. Linguistic

2. Spatial

3. Bodily/Kinesthetic

4. Musical

5. Interpersonal

6. Intrapersonal


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Case Study #3 Differentiation-in-Action

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


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Differentiation-in-Action

Design a Performance-based Task (Product) for a Classroom Based on Your Selected Variables….


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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:


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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.


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  • A student must complete in a specified time, usually two to three weeks. Learning Contract is a written agreement between a teacher and a student that will result in students working independently. The contract helps students to set daily and weekly work goals and develop management skills.

  • Graphic Organizers are visual representations of knowledge, concepts or ideas.

    • Library of Graphic Organizers

    • Graphic Organizers

    • WriteDesign On-Line - Graphic Organizers

    • Graphic Organizers

    • Graphic Organizer Makers

    • SCORE Language Arts

  • Exit Cards summarize in one clear sentence the main idea of a specific learning experience.


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Differentiation Instruction student must complete in a specified time, usually two to three weeks. Power Point from Carrol ISD


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Differentiated Instruction & Technology Use student must complete in a specified time, usually two to three weeks.

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

William Arthur Ward


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