This document discusses how technology can be used to support differentiated instruction in K-12 classrooms. It addresses common misconceptions about differentiated instruction and outlines how technology can be used to address differences in students' interests, learning styles, readiness levels, content, processes, and products. Suggestions are provided for using various technologies to support differentiation based on students' varying needs.

1. I welcome you to sit with others, to meet new people, to network. Here are some questions to help start your conversations: How do you best like to spend your time away from the classroom? How do you memorize a telephone number? How would you rate your ability to successfully throw an out-turn take-out if the broom is on the edge of the 12 foot?

2. Using Technology to Differentiate in the K-12 Classroom Jade Ballek Learning Coach Sun West School Division

3. One Size Does Not Fit All. Carol Ann Tomlinson Fair is Not Always Equal. Rick Wormeli

4. It is an add-on to what we are already doing. It is new. It is the latest fad. It is individualized instruction. It means watering down the content for some and providing busy work for others. It is a grading nightmare because everyone is doing something different. DI Misconceptions

5. It should be done every day in every subject. It is just for struggling learners. It is grouping students by ability. It requires more time than regular planning. It is our resource students/teachers only. DI Misconceptions

11. Why Differentiate? Physical Impairment Struggling Students Gifted Students

12. DI is not limited to Special Education teachers. DI is not limited to struggling learners. We teach. We help students learn. Who is Involved in DI?

14. Research Based Belief System Meeting Learning Needs (where they are at) Proactive Planning Threads throughout CIA What Exactly is Meant by DI?

15. Graphic of interests, … content, process, product

16. Opening Question #1 Science Fair Daniel Pink, Drive Autonomy (freedom) Mastery Purpose Interests Choice

17. Grades 6-9 every subject has an inquiry outcome Grades 1-5 Science Different levels of support Open Search vs Limited Search Bookmarking sites like Diigo, BooNote, etc. Hotlists by Filamentality How Do We Address Differences in Student Interests with Technology?

19. Wordle.net

20. Mag My Pic

21. 10by10.org

24. Google Docs

25. www.panoramas.dk

26. Eiffel Tower, Vatican, Versailles, NASA 360 … just to name a few! Virtual Tours

28. Opening Question #2 Outlook High School Inventories RAFTS Podcasting Movie Maker Projects Blogging – Kathy Kassidy Learning Styles

29. Online Multiple Intelligence tests SmartBoard is ideal for kinesthetic and visual learners Wordle.net Glogster (EduGlog) Voki and Blabberize Audacity – Grade 3 experience Voice Recorders Kindle Ipad Apps How Do We Address Different Learning Styles with Technology?

30. Readiness – slightly refocusing the lens away from ability to readiness Opening Question #3 Readiness

31. If a student can’t read, is it fair to place a textbook in front of him/her, or ask him/her to write a test? Is that a fair way to have students show what they know? How can we open the doorsto learning? We assume that people that can’t read can’t learn.

32. Find out where they are and eliminate the “assumptions” ** Important to plan for both support and for extension Collect information Student Response Systems (Senteos) Survey monkey Google Docs – forms Kwik Surveys Polldaddy, Pre-assessment

33. Chunking Information Provide Opportunities for Visual and Oral Information Allow students to work collaboratively Assign tasks to different students Options for Paper and Pencil Assessment Show what you know Organize Information Online Read Write Think Online graphic organizers Supports for Strugglers

35. Plan for ways to incorporate technology in extending learning experiences Digital sharing/collaboration Extending the Learning

37. Visual Supports Khan Academy You Tube, Teacher Tube Oral Supports Audacity Voki Online Books Audio Books - Kindle Ipad apps How Do We Address Student Readiness with Technology?

38. Flexible Grouping

39. Content The “stuff” we teach Outcomes and Indicators UbD McTighe and Wiggins Essential, highly desirable, desirable

40. Reading Levels Fry’s Readability Chart Windows on the Universe, reading level of internet sites Search “for kids” to help with readability Kursweil Dragon Speak Previewing sites, providing a list of sites Video Format: Free Documentary TV, Discovery Education, ROVER, Snag Films, Khan Academy, etc. How Do We Address Content with Technology?

42. Refers to how we help students learn Robert Marzano’s Research 9 Strategies for Effective Teaching Identifying Similarities and Differences Summarizing and Note-taking Reinforcing Effort/Providing Recognition Providing Practice Cooperative Learning Representing Setting Objectives and Providing Feedback Generating and Testing Hypothesis Cues and Advanced Organizers Process

43. Chunking information Graphic Organizers Visual Brainstorming Bubbl.us – mind mapping iBrainstorm is a free brainstorming app for the iPad Blogging as a way of reflecting Class Wikis to share learning Webquests/Scavenger Hunts Online Videos and ROVER videos How Do We Address Process with Technology?

44. How will students “show what they know?” What is your biggest challenge when allowing students to choose their product? Product

45. Great resource for every subject area! How Do We Address Product with Technology?

48. Contact me at jade.ballek@sunwestsd.ca Or on Twitter: @misuzb Final Words

49. Thank You!

50. Do you agree or disagree with the common misconceptions about DI? Do you think education slams doors on students with learning disabilities? Does education do enough to support gifted students? Conversations

51. How do you already use technology to accommodate students’ interests? Share your own experiences. Conversations