It's about our partnerships!
What does differentiation look like when we partner with technology and our students?
Collaborative Groups To Begin:
Join your group number below by standing with your device by the number. (1 to 6)
Choices: concept attainment activity, reading Learning for All-highlight very important points and/or use this smore.
Create one statement for your group to post on cloud by number on wall and electronically by commenting below or on the padlet link for your group number. Answer the question. (What does differentiation look like when we partner with technology and our students?)
Do concept attainment activity.
Read the statements and explore Learning For All.
Then click or tap on the screen after consulting with your team.
Write one statement about an important aspect of differentiation you believe we as educators should consider. Write it on the paper posted by the number for your group or in the padlet number group link. (Comment, first name only)
When the workshop is completed click this link to access my share point site:
-imovie trailer and practical resources
-differentiating instruction, creating artifacts
-differentiated artifacts (3 part lessons, assessment)
-presentation materials from today
Choose to complete paper feedback or gain access to on line feedback for this conference at the bottom of my share point site link.
If you are a Peel Educator, email me a request for access to one of my share point sites. (email@example.com)
Three Part Literacy Assessment For Learning
In google docs, Differentiation - https://docs.google.com/document/d/1dEDLv3Q0xD2-iSF0T61Ty3Vhw4ik625_G0zIkprX0DI/edit?usp=sharing
For Study Stacks. (Created for differentiation http://www.studystack.com/flashcard-1286079)
1. Sign up for an account at http://www.studystack.com/
2. Study Stack makes digital flashcards from and automatically creates games like crossword puzzles and Hangman for students to play. Both sites are interactive.
They are accessible on any device, and are useful as teachers can add content they develop.
Read more at http://thejournal.com/articles/2013/01/09/device-neutral-assignments-for-byod.aspx#DPQgCZTHz9oVEOEU.99
3. Index cards can be used for questions teachers pose in inquiry. The questions can be used to introduce or preview content at the beginning of the unit, supported through modeled, shared, guided and independent practice. Partners such as ESL/ISSP support teachers can post adaptations for home practice.
4. Visual images taken from google images can be used to create many types of games. (match the picture to key words to support studying the content)
5. Here is a how-to use it video
Create a picture match to single words.
Create a game of hangman guessing the correct energy word.
The games you create can be displayed on My Class as it provides a link at the bottom of each page.
Partnering For Student Success
Digital Citizens, Inquiry In Action
Questions and Answers
Inquiry based learning along with connectivism are essential to explore in my opinion. We are partners with our students. Teachers pose rich questions from the big ideas in science/social studies such as Sustainability, Inclusion and Digital Citizenship. Through questions of student interest and exploration in inquiry students find ways to create, form opinions, consider audiences and create diverse texts/presentations to take action on issues of importance to them.
Current Research on Inquiry-Based Learning and Advantages for EL Learners
Inquiry-Based, Hands-On Activities:
According to Huerta and Jackson (2010), the aim of using an inquiry-based, hands-on approach to teach academic science is, “To ask open-ended questions, and to promote observation and experience that builds background knowledge and helps students build scientific vocabulary (p. 207). ” Students construct knowledge on their own, and teachers act as guides by supporting investigations.
Authors Silva et al. (2013), promote inquiry-based science lessons by stating it, “serves to build conceptual and linguistic understanding for ELLs (p. 34).”
Lee and Buxton (2013), believe hands-on activities help ELLs master scientific content because students are less dependent on using language. Hands-on activities provide a means for demonstrating knowledge in a variety of forms to communicate such as gestures, oral, pictorial, graphic, and textual. Due to the use of multiple forms of communication, ELLs are able to learn scientific concepts through real objects and events, modelling, and demonstrations (p. 39).
Connectivism considers technology in a rich learning environment is characterised by a sustained use of digital media, integration in schools, and a shift toward personalisation of learning. Siemens (2004) describes how students who use personalised, online and collaborative technology tools learn in different ways to previous generations of students. As students learn how to find knowledge, they take responsibility for their own learning tools, environments, learning networks and communities within which they can keep this knowledge.
LITERACY HAS CHANGED
"In the 21st century, we access interactive texts via ubiquitous portable digital devices, making texts – and the ability to use or create them – collaborative, mobile and complex. To prepare children for present and future literacy needs, we need to revise how we frame and teach literacy. The new comprehensive literacy combines digital multimodal literacies and print-based reading and writing practices. But how do we change the literacy teaching paradigm?"
(LNS Research Monograph 2013)
Share your thoughts about this quote with a partner, on today's meet or twitter.
Content, Product, Process
Differentiating Instruction For English Language Learners
How can we differentiate instruction or adapt the programme for EL Learners? (Tips from Supporting English Language Learners: A Practical Guide)
- modification of some or all of the subject expectations
- learning opportunities that are challenging but attainable; teachers support learners at his or her present level of English proficiency
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary)
use of students’ first languages
use of a variety of learning resources (e.g., visual material, simplified text, culturally inclusive materials)
use of assessment accommodations (e.g., granting of extra time, oral interviews,
demonstrations or visual representations, tasks requiring completion of graphic organizers or cloze sentences, alternative assessment tasks if needed)."
Click the link below to go right to the LNS video:
Determining The Most Important Character Attribute
Several protocols were used during this lesson: including quick write by individual students on what is a hero and who they would choose or scribing of their ideas, a place mat discussion of common attributes of a hero with agreements placed in the middle and sharing their opinion with supporting reasons on what is the most important attribute of a hero.
Digital Citizenship Minds ON
Read and consider statements about being a great digital citizen. Add more ideas for us to consider, discuss and evaluate using Peel character traits.
Learning goals re-visited by the class over time and put in their words.