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Using Technology to Differentiate Instruction - Resources >> Browse Articles >> Utilizing Technology Featured Author: Mrs. Kelly Tenkely Kelly Tenkely is a technology teacher in a private school. 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. Below you will find website suggestions that address the different learning styles in your classroom with the help of technology: Verbal-Linguistic These learners enjoy learning through speaking, writing, reading, and listening. Websites to encourage learning for Verbal-Linguistic students: 1. Allow students to express themselves creatively with words 2. Capture student voices with audio, text, pictures, and video 3. A free online word processor, and presentation tool 4. Students can podcast (voice recording) online. 5. – Students can create stories or mini-movies Logical-Mathematical

Learning Disabilities Resource Community - Home - Projects - Multiple Intelligence Inventory Multiple Intelligence Inventory ( MI-Inventory Project Page ) ( Read about eight styles of learning ) (Try the Sternberg-Wagner Thinking Styles Inventory ) (Try the Stencil Stacking task and learn about metacognition.) (Try the Scanning Task to learn about perceptual processes in reading.) [This inventory is adapted from Howard Gardner's work on multiple intelligences, and has been modified to include an eighth intelligence developed by Gary Harms: Naturalistic Intelligence. For a full discussion of multiple intelligences, refer to Howard Gardner's book "Frames of Mind" (New York, NY: Basic Books, 1983). Also see the Multiple Intelligences Workshop and read about eight styles of learning. ] [ Printable English version of the inventory ] [ Printable Spanish version of the inventory (PDF 144kb): Special thanks to Sonia Rivera] There are currently 4 users taking the inventory. Note: All fields are required.

Identifying Similarities and Differences | Researched-Based Strategies Related Classroom Examples Imagining Change Images help set the stage for understanding abstract concepts. Magnifying Learning Young English language learners talk about the world using hand lenses. Learning Categories Sixth-graders reflect on and categorize traits of successful learners. Identifying Similarities and Differences Seeing similarities and differences is a fundamental cognitive process (Gentner & Markman, 1994; Medin, Goldstone, & Markman, 1995). Key Research Findings Cognitive research shows that educational programs should challenge students to link, connect, and integrate ideas (Bransford, Brown, & Cocking, 1999). Implementation Students benefit by direct instruction and open-ended experiences in identifying similarities and differences. Additional Resources The Private Eye is a resource for teaching students how to use metaphor, and compare and contrast, through the use of jeweler's loupes and focused questioning.

Differentiated Instruction and Universal Design for Learning NCTM News Bulletin (April 2008) by Nancy Berkas and Cyntha Pattison Planning differentiated mathematics lessons requires a fundamental understanding of the mathematics content. RTI, or a similar model that redistributes the responsibility for the learning of every student to the classroom teacher, calls for highly knowledgeable educators who spend as much time planning as they do facilitating or teaching the core lessons. Not all students are alike. The teacher is clear about what is important in subject matter.All students participate in respectful work.The teacher understands, appreciates, and builds on students’ differences.Assessment and instruction are inseparable.The teacher adjusts content, process, and product in response to students’ readiness, interests, and learning profile.Students and teachers are collaborators.The goals of a differentiated classroom are maximum growth and individual success.Flexibility is the hallmark of a differentiated classroom. References

Differentiation - tools, tips and resources Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways. Differentiation should occur in both how students learn and gain knowledge and skills, and in how they demonstrate and are assessed on what they have learned. “In the practice of education, differentiation is defined as working to address the abilities, interests, and needs (both perceived and real) of individuals. Here are some resources, tips, and tools on differentiation: Digital Differentiation - ideas and tools for differentiating with digital resources Tools for Differentiation - helping teachers meet the needs of all learners Differentiating with Web 2.0 Technologies

Tools for Differentiation / FrontPage The Differentiator Try Respondo! → ← Back to The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four

Summarizing and Note Taking | Researched-Based Strategies Related Classroom Examples Messaging Shakespeare Summarizing complex texts using cell phones increases understanding. Summarizing Software Using a word processing feature teaches efficient summarizing skills to fifth-graders. Worth Noting Online note taking with primary sources improves research skills in high school students. Thinking Allowed Math students explain problem-solving out loud as they talk through their thinking. Summarizing and Note Taking Effective summarizing leads to an increase in student learning. Note taking is a related strategy that teachers use to support student learning. Key Research Findings Students have to analyze information at a deep level in order to decide what information to delete, what to substitute, and what to keep when they are asked to give a summary (Anderson, V., & Hidi, 1988/1989; Hidi & Anderson, 1987). Implementation Teach a formal process. What information can they delete because it is not essential or redundant? Identify explicit structure.

Making a Difference Published Online: September 10, 2008 Published in Print: September 10, 2008, as Making a Difference Interview Differentiated instruction—the theory that teachers should work to accomodate and build on students' diverse learning needs—is not new. But it's unlikely that anyone has done more to systematize it and explicate its classroom applications than University of Virginia education professor Carol Ann Tomlinson. A former elementary school teacher of 21 years (and Virginia Teacher of the Year in 1974), Carol Ann Tomlinson has written more than 200 articles, chapters, and books, including The Differentiated Classroom: Responding to the Needs of All Learners and Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Anthony Rebora, editorial director of the Sourcebook, recently talked to Tomlinson about the theory of differentiated instruction and its use in schools today. —Photo by Jay Paul I think it fits in pretty well actually.

Digital Differentiation Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. They can be found in a newer post on this blog. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions.

The Best Resources On Differentiating Instruction My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). I also did a second two-part series in Ed Week on differentiation. Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson.

Thinking Skills Creative thinking is the creation or generation of ideas, processes, experiences or objects. Critical thinking is concerned with their evaluation. Thinking activities need to be planned and scaffolded. Students need to be aware that they are thinking (meta-cognition) and that different thinking strategies are required for different problems. Edward De Bono believes that, "..many highly intelligent people are bad thinkers. Intelligence is like the horsepower of a car. But you can have a powerful car and drive it badly. Thinking is the driving skill with which each individual drives his or her intelligence." ( 'Mind Power' 1995) Creative Thinking Strategy Websites Creativity Web Homepage: This website contains dozens of practical strategies for classroom use. Also includes a summary of DeBono's Six Thinking Hats technique. Deep Canyon: 52 Creativity challenges to inspire your students. {*style:<b>E-Planning: