module three welcome and overview. rethiniking instructional practice a fresh look at technology...
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Module ThreeWelcome and Overview
RETHINIKING INSTRUCTIONAL PRACTICEA Fresh Look at Technology Integration
Objectives⦿ Re-examine instructional practices in light of
your experience, student engagement, and student success
⦿ Use technology as the cornerstone for revisioning of differentiation of instruction, behavior management, and student engagement
⦿ Consider high leverage teaching practices, infusing technology to improve student achievement
⦿ Analyze instructional practice to include student use of appropriate technology
Quick Review!
⦿Differentiation⦿ Classroom Management⦿ Student Engagement
What is Differentiated Instruction?
⦿ Adjusting the curriculum, teaching strategies, and classroom environment to better meet the needs of all students
⦿ In a differentiated classroom:●Student differences shape the curriculum●Pre-assessment is typical and frequent●Multiple options for students are offered●There is variable pacing●Varied grading criteria are used●Individual efforts and growth are honored
from How to Differentiate Mixed-Ability Classrooms by Carol-Ann Tomlinson
adapted from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
How do I differentiate?⦿ First, you will need to determine…
●Student Readiness (Growth!)○ Skill Level and Background Knowledge○ Are tasks a close match for their skills?
●Student Interest (Motivation!)○ Attitude and Engagement○ Do tasks ignite curiosity and passion?
●Student Learning Profiles (Efficiency!)○ Processing Information○ Does the assignment require students to work in
a preferred manner?
What do I differentiate?⦿ Content
●The “what” of teaching●Topics, concepts, themes presented to students●Concentrate on the most essential understandings,
concepts, and skills●Vary the complexity of learning, including materials
(fiction, nonfiction, media, primary sources)
From Differentiating Instruction in the Regular Classroom by Diana Heacox
What do I differentiate?⦿ Process
●The “how” of teaching●Ways in which students make sense of content●Add greater complexity or abstractness to tasks●Engage students in critical and creative thinking●Increase the variety of ways in which you ask
them to learn
What do I differentiate?⦿ Product
●The end results of learning●Plan units that reflect many ways to
represent learning●Think: voice and choice, menus, rubrics,
tiered products
How do I get started?Adjusting Questions Think Dots
Digital Tools Tic-Tac-Toe
Choice Boards Tiered Instruction
Compacting Layered Curriculum (A,B,C)
Cubing Facts and Puzzle Cards
Webquests Jigsaw
Flexible Grouping Document Based Questions
Graphic Organizers Varied Resources and Texts
Highlighted Texts Anchor Activities
Problem-Based Learning Independent Study
Learning Centers Project-Based Learning
Multiple Entry Journals Enrichment Clusters
RAFT (role, audience, format, topic) Literature Circles
Resources for Differentiation⦿ Tools for Differentiation
http://toolsfordifferentiation.pbworks.com/w/page/22360094/FrontPage
⦿ Differentiating Instruction: Meeting Students Where They Are http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
⦿WebQuests: Tools for Differentiation http://daretodifferentiate.wikispaces.com/file/view/96.pdf
Think, Pair, Share
What technology could be used to enhance instruction and learning regarding differentiation?
Definitions of Classroom Management
⦿ The process of ensuring that lessons run smoothly⦿ The prevention of disruptive behavior⦿ The process of managing behaviors⦿ Designing an activity, monitoring it, and following up⦿ Both the tangible and intangible techniques we use
to engage students and keep them engaged
KEY: Classroom management is more than just managing student behavior.
5 R’s for Successful Classroom Management
⦿ Relationships⦿ Routines and Procedures⦿ Relevance and Expectations⦿ Room Arrangement⦿ Reinforcements
Think Back to Daniel Pink in Module 1…
⦿ How have you applied Daniel Pink’s three dimensions of intrinsic motivation to your classroom?
●Autonomy●Mastery●Purpose
Resources for Classroom Management
⦿ http://www.apa.org/education/k12/classroom-mgmt.aspx
⦿An Interpersonal Approach to Classroom Management, Davis, Summers & Miller
⦿http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx
Think, Pair, Share
What technology could be used to enhance instruction and learning regarding classroom management?
Student Engagement
⦿Daniel Pink’s To Sell is Human●Attunement
●Buoyancy
●Clarity
Student Engagement
⦿Daniel Pink’s To Sell is Human●Attunement - How do you make
yourself aware of students’ interests and needs?
●Buoyancy
●Clarity
Student Engagement
⦿Daniel Pink’s To Sell is Human●Attunement - How do you make
yourself aware of students’ interests and needs?
●Buoyancy - How do you (and your students) cope with failure?
●Clarity
Student Engagement
⦿ Daniel Pink’s To Sell is Human●Attunement - How do you make yourself
aware of students’ interests and needs?●Buoyancy - How do you (and your
students) cope with failure?●Clarity - What strategies do you use to
ensure clear objectives and instruction?
Student Engagement⦿ ICAP student engagement framework (Chi,
2014)
●interactive learning●constructive learning●active learning●passive learning
I > C > A > PIn other words, students are more engaged and learn
more through interactive learning than through constructive learning, and more so than through
active learningor through passive learning
Student Engagement⦿ ICAP student engagement framework●passive learning-
○student are oriented towards instruction
○information is received by learners○examples - paying attention to a lecture, watching a video, listening to a read aloud
Student Engagement⦿ ICAP student engagement framework●active learning -
○students are oriented to instruction○engagement involves physical interaction and manipulation
○examples - underlining and highlighting as one reads, modeling a given math problem, following prescribed science labs
Student Engagement⦿ ICAP student engagement framework●constructive learning -
○students generate products beyond information given
○students create ‘new’ outputs○examples - taking notes, comparing/contrasting, integrating arts, drawing conclusions, self-explaining
Student Engagement⦿ ICAP student engagement framework●interactive learning
○dialog between or among partners in which: 1) each partner’s contributions are constructive and 2) sufficient turn-taking occurs.
○examples - team projects, constructive controversy, googledoc collaborations, adaptive learning/teaching apps, debate
Student Engagement⦿ ICAP student engagement framework●interactive learning●constructive learning●active learning●passive learning
I > C > A > PIn other words, students are more engaged and
learn more through interactive learning than through constructive learning, than through
active learning than through passive learning
Think, Pair, Share
What technology could be used to enhance instruction and learning regarding student engagement?
Resources for student engagement
⦿Pink, D.H. (2012). To Sell is Human. Penguin.
⦿Chi, M. T., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219-243.
⦿http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/[email protected]
Re-engineering a LessonYou brought a lesson with you today that did
not go ‘as planned.’ Take some time to analyze your lesson through the lenses of differentiation, behavior management and student engagement.
⦿What went well?⦿At what point did the lesson veer from what
you had expected?⦿Which lens helps you explain the
discrepancies?
Prepare to re-engineer your lesson plan!
Re-engineering a Lesson
⦿Rewrite one or more parts of your lesson plan, with changes regarding differentiation, classroom management and/or student engagement in mind.
⦿Consider what technology could do for you…● How could you use technology to enhance
instruction?● How could students use technology to
enhance their learning?
• All images copyright “Microsoft Clip Art Gallery”. All rights reserved.
BT Matters is a grant program made possible by:
• The Institute for Emerging Issueshttp://iei.ncus.edu
• NC State Employees Credit Unionhttp://www.ncsecu.org
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