Technology Support for Differentiated Instruction

Clare Kilbane, Ph.D.
Associate Professor
Otterbein College
http://faculty.otterbein.edu/ckilbane/stateconf

 

 

  
Session Goals

Participants will:

  • Understand what differentiated instruction is and why it is important,
  • Learn how technology can support the goals of differentiated instruction, and
  • Expand the tools they have available to make instruction more efficient, effective, and engaging for all learners.
 

 

Information Gathering- Use the following tools and strategies to gather information about your students. The more you know about them, the better you can make instructional decisions. Of interest is information about interest, readiness, and learning profile. As you learn about your students, make sure to give them opportunities to learn abou themselves at the same time. This will enable them greater self-awareness which can lead to increased self-esteem, better self-advocacy, and better decision-making.

 
Use survey tools designed by others Make your own surveys
 

 

Differentiate the Learning Content- Differentiating content can mean a couple of things. First, it might mean stretching student learning of content standards deeper or broader. Second, it might mean providing students access to content information presented in different kinds of materials.

 
Adjust content materials for reading level

Adjust the presentation of text materials

Translate text using an online translation tool

Vary the source/ location/ type (hard copy, web, different types of sites) of materials- Help students understand the strength and weaknesses of each type of material. For example, take different sources of information about weather. You can use hard copy (almanacs), interactive sites weather.com, news papers, weather databases .


Use technological tools to prepare instructions for assignments- Typing materials with a word processor or putting them on the Web enables you to provide various versions of instructions for learners. It saves time and energy expended to meet students' needs for detail, pacing, structure, etc.

Vary media format- When possible, provide content information in various media formats. Don't limit yourself or your students to strictly text-only materials. Consider multimedia (on the web), animations, audio, video, etc.

 

Differentiate the Process of Instruction- There are myriad ways to differentiate the learning process for students based on their needs. Here are just a few suggestions of strategies and tools.

 
Vary the amount of scaffolding for students when creating and customizing assignments
  • Make embedded links to dictionaries and helpful resources such as Bartleby- http://www.bartleby.com
  • Provide students with more extensive directions or the option to use the version of instructions right for them.
  • Provide students with calendars and instruction prompts using a tool like Assign-A- Day http://assignaday.4teachers.org/

Encourage students to use graphic organizers

Allow students to use concept maps

Provide students access to various types of search engines. Incorporate "cluster" search engines as well as those traditional ones


Encourage student selection of and choice of tools and use helper tools

Enlist the help of assistive technologies to enable completion

Use engaging new tools within the learning process

 

Differentiate the Learning Product- Differentiating the product of instruction can happen at least two ways. First, students might choose from a variety of methods to present what they know and can do. Second, the teacher might differentiate how he/she provides feedback to his or her students.

 
Support student presentation of student learning by allowing students to make their own selection of presentation tools.
  • Project Poster http://poster.4teachers.org/
  • VoiceThread http://www.voicethread.com
  • SlideShare http://www.slideshare.net
  • Blogger http://www.blogger.com
  • PB Wiki http://www.pbwiki.com
Involve students in development of assessment tools
Use technological tools to provide feedback and use various communication methods for sending feedback
  • Use "track changes" or the editing features in Word. >>link
  • Send feedback via email
  • Use rubrics mentioned above
  • Send feedback back and for in a learning log or blog http://www.blogger.com
  • Fleck http://www.fleck.com


Other Resources - These are materials from this conference session as well as other materials created by the presenter that might be of use to you.

Preassessment tools

Lesson planning tools