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DIFFERENTIATING INSTRUCTION THROUGH TECHNOLOGY MEETING THE NEEDS OF ALL STUDENTS

Differentiation and technology integration are two hot topics in education right now. They’re also two of my specialties, so I’d love to share a few ways I like to differentiate instruction using technology.

“FLIPERENTIATED INSTRUCTION”: HOW I HAVE CREATED A CUSTOMIZABLE CLASSROOM BY COMBINING THE FLIPPED LEARNING MODEL WITH DIFFERENTIATED INSTRUCTION

One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson.

Differentiated instruction is the process by which teachers use a variety of teaching strategies to meet the needs of a diverse group of students. As a result, students are provided with "different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively" Carol Tomlinson.

DIFFERENTIATED INSTRUCTION STRATEGIES AND EXAMPLES

How I create lessons, develop teaching materials, and vary my approach so that all my students, regardless of where they are starting from, can learn content effectively, according to their needs.
1. IN THE CLASS WEBSITE I HAVE CREATED THERE IS A VARIETY OF ACTIVITIES FOR DIFFERENT LEARNING STYLES

My website helps students understand what is happening in the world of technology and teaches them some useful tech vocabulary through reading, listening, speaking activities, vocabulary, writing, interactive quizzes, study cards, video tutorials and ebooks. Content is relevant and meaningful for students and allows them to apply their learning to real-world problems.

Materials are accessible for all types of learners. Students have many options for reading, including print, digital, text-to-speech and audiobooks. Videos have captions, and there are transcripts for audio.

2. I MAKE ASSIGNMENT RESOURCES AVAILABLE ALL YEAR LONG

Student-paced learning is the ultimate differentiation. Students have access to the lesson plan I publish, video lessons to watch, as well as a list of assignments and interactive quizzes given through Quizlet.

https://quizlet.com/6519096/test?answerTermSides=2&promptTermSides=6&questionCount=46&questionTypes=4&showImages=true

Students work at their own pace through the assignments and lessons, with projects embedded throughout.

I provide opportunities for whole-class, small-group, and individual instruction.

I allow the students who are really far ahead to work self-paced, while I work with the rest of the class

Goals are always clear in my classes, as this helps students know what they’re working to achieve.

I post goals for specific lessons in the classroom and refer to lesson goals during the lesson itself.

3. I ENCOURAGE COLLABORATION WITH FLIPGRID, BACKCHANNEL CHAT and WEB WHITEBOARD

When working in semi-permanent groupings, students use websites that allow multiple students to work in the same document simultaneously like:

https://flipgrid.com

http://backchannelchat.com

https://www.webwhiteboard.com/board/yv79a9je

so that they can create a collection of work collaboratively over a longer period of time.

4. PEER TUTORING
The classroom climate is a culture of tolerance, safety, mutual respect, and the understanding that every student learns differently and at a different pace. Student voice is appreciated and encouraged.

I let students practice in pairs, then review the tutoring session and discuss the strengths and the weaknesses of the sessions.

5. TURNING STUDENTS INTO TEACHERS WITH PRESENTATION TOOLS
Grouping students based on similar learning style can encourage collaboration through common work and thinking practices.

When working in leveled groups, I allow higher-level students to use presentation websites like Prezi, Powtoon and E-maze to create projects or videos to “teach” the other students, while I personally work with lower-level students.

At the end of the lesson, I review the projects or videos as a whole group.

6. STUDENT-MADE VIDEO TUTORIALS

Instead of using traditional peer tutoring, I have students create a video or tutorial for other students using websites like PowToon.

I let students create their videos in groups using thir cell phones or tablets.

and apps like Explain Everything and Educreations.

After videos are complete, I allow students to use the videos to review skills at their own pace.

7. I INTERVIEW MY STUDENTS

Asking questions about learning and studying styles helps me pinpoint the kinds of content that will meet my class’s needs.

I ask students about their favourite types of lessons, their favourite in-class activities, which projects they’re most proud of, which kinds of exercises help them remember key lesson points

Their preferences help me to determine which methods of instruction suit their abilities.

8. I ENCOURAGE STUDENTS TO PROPOSE IDEAS FOR THEIR PROJECTS

In a traditional classroom, there may be only one way for a student to complete an assignment. This might be an essay or a worksheet. With UDL, there are multiple options. For instance, students may be able to create a podcast or a video to show what they know. There are lots of possibilities for completing assignments, as long as students meet the lesson goals.

The key is giving students the decision-making tools they need to shape their own learning experiences.

I let students choose their topic and how the information is presented.

Students can create videos with iMovie, Clips or Adobe Spark Video, webzines with Adobe Spark Page or online storybooks with Book Creator or iBooks Author

9. I ENCOURAGE SHARING OF IDEAS

I allow students to share their multimedia projects using ThingLink or Weebly:

http://classinthecloud.weebly.com

This allows their ideas and resources to be reviewed and used by the class as a whole, while building a class document of learning that can be referred to during review or projects.

Moreover, my students get feedback—often every day—on how they’re doing. I encourage students to reflect on the choices they made in class and whether they met the goals. If they didn’t meet the goals, they’re encouraged to think about what might have helped them do so.

10. STUDENTS WORK IN FLEXIBLE GROUPS
Engagement boosts learning outcomes

I work with my lowest group myself and let my middle group use my website, while the higher groups work together independently.

A wide variety of assessments is used to determine students' learning styles, strengths, weaknesses, likes, and dislikes. Ongoing assessments guide instruction.
11. I ENCOURAGE PROJECT-BASED LEARNING
Motivation, engagement, and student responsibility increase when students have a choice and voice in their own learning

Bringing in each student’s interests is a good way to differentiate. I allow my students to use videos, websites and other resources to research a topic of their own choice, at their own pace. Students can present the topics to their classmates by creating a multimedia project

RESOURCES:

https://www.edutopia.org/topic/differentiated-instruction

Sites for differentiating instruction:https://www.techlearning.com/features/15-sites-for-differentiated-instruction

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works

http://differentiationcentral.com/videos/

https://vimeo.com/channels/527263/256595848

TIZIANA SAPONARO

Apple Distinguished Educator

Flipped Learning 3.0 Differentiation Specialist

My professional portfolio

http://saponarot.blogspot.com

Created By
Tiziana Saponaro, Apple Distinguished Educator
Appreciate

Credits:

Created with images by stux - "colored pencils colour pencils star"

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