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Differentiating Instruction Ways to define it‌

Differentiating Instruction Ways to define it… Change instruction  to stay inside their Zone of Proximal Development  to capture students’ voice  to capitalize on their interests  to use talents they already have Based on  knowledge of the students’ background & abilities

Mark Messier 1990 Edmonton Oilers

Guy Carbonneau 1993 MontrĂŠal Canadiens




Spell with Flickr :

Content 

State/provincial standards  All

students need to learn them  Make choices based on your professional judgment  Computer Algebra/Graphing calculators may assist you

Process 

Different …  lesson  order  conversation

 participants  homework  difficulty

Product 

Not everything needs to be:  worksheet  exercises  written


Focus on interest & mode of expression

Adaptable rubric based on student readiness and student product

Transition 

Computers have not been math friendly Only text based math expressions

Web 2.0 

What is it?


Messaging 

Back channels  Twitter

ex. NCTM  TinyChat  Chatzy 

MSN/GMail/Skype text/video/audio

Surveying 

Not including Clickers/text polls

Use a Google Form  Open

survey  “Mostly private”  Saves results in to Google Spreadsheet


Student Wikis

Some hints‌








Merging the two… 

Using all the aspects of Web 2.0 and other technologies to differentiate the students’ experiences

Process 

Your teaching  You.  Your

decisions. Nothing to do with technology.  Organization  Formative assessment  Goal setting

Your teaching asynchronously  Jing

( Smartboard Recorder  Link distributed to students   download

 Can

to portable devices

view anytime, anywhere

Someone else’s teaching  Don’t

assume students will look  Create “Best of” resources on your wiki  YouTube  Blocked?

Student can view at home, download to device or teacher can download at home & put in Powerpoint

 TeacherTube

- filtered  Fliggo (your own YouTube) – use a FlipVideo (~200$)

Themselves 


Themselves 

Online Mind Maps  Collaborative 

 Email/Twitter

 Print


feed for changes

Themselves  Google


 Word

documents  Spreadsheets  Presentations  Share  Collaborate  Create

a table in GoogleDoc with a different student name and question in each cell.  Students fill in with answers as they go.

Remember this… 

Computers have not been math friendly Only text based math expressions

Their Tools On computer or handheld:  Graphing calculators  Computer algebra systems  Dynamic geometry 

From NCSM session “Two Brains are better than one” by David Manaud: (it was videotaped)  "My

familiarity with various software program is part of my intelligence if I have access to those tools" David Perkins

Product 

  

What suits their interests? What matches their abilities? Don’t be afraid to challenge them Evaluate mathematics separately from product

Voicethread 

 

Collaborative “online presentation” with its own backchannel Peer assessment Individual assessment

Pixton (

Xtranormal Typically, animation takes forever (stop motion, flash) Animation involving only typing

Convincing Them… 

That it’s fair That it’s math  Communication

of ideas is crucial  Expand their interest  “Real life” involves presentation  Creativity is vital

Creativity through Constraint

Disrupting Class


Just trying out

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