m5-rethinking-instruction.ppt
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This document provides an overview of Module Three which focuses on rethinking instructional practices through integrating technology. The objectives are to re-examine practices in light of student engagement/success, use technology as the cornerstone for revising differentiation, behavior management, and engagement. It then reviews differentiation, classroom management, and student engagement. It provides definitions and strategies for each, emphasizing how technology could enhance instruction and learning for differentiation, management, and engagement. Participants are asked to re-engineer a lesson, considering these areas and how technology could further support instruction and student learning.
m5-rethinking-instruction.ppt
- 1. Module Three Welcome and Overview
- 2. RETHINIKING INSTRUCTIONAL PRACTICE A Fresh Look at Technology Integration
- 3. Objectives 皃 Re-examine instructional practices in light of your experience, student engagement, and student success 皃 Use technology as the cornerstone for revisioning of differentiation of instruction, behavior management, and student engagement 皃 Consider high leverage teaching practices, infusing technology to improve student achievement 皃 Analyze instructional practice to include student use of appropriate technology
- 4. Quick Review! 皃 Differentiation 皃 Classroom Management 皃 Student Engagement
- 5. What is Differentiated Instruction? 皃 Adjusting the curriculum, teaching strategies, and classroom environment to better meet the needs of all students 皃 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
- 7. How do I differentiate? 皃 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?
- 8. What do I differentiate? 皃 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
- 9. What do I differentiate? 皃 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
- 10. What do I differentiate? 皃 Product The end results of learning Plan units that reflect many ways to represent learning Think: voice and choice, menus, rubrics, tiered products
- 11. 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
- 12. Resources for Differentiation 皃 Tools for Differentiation http://toolsfordifferentiation.pbworks.com /w/page/22360094/FrontPage 皃 Differentiating Instruction: Meeting Students Where They Are http://www.glencoe.com/sec/teachingtod ay/subject/di_meeting.phtml 皃 WebQuests: Tools for Differentiation http://daretodifferentiate.wikispaces.com /file/view/96.pdf
- 13. Think, Pair, Share What technology could be used to enhance instruction and learning regarding differentiation?
- 14. Definitions of Classroom Management 皃 The process of ensuring that lessons run smoothly 皃 The prevention of disruptive behavior 皃 The process of managing behaviors 皃 Designing an activity, monitoring it, and following up 皃 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.
- 15. 5 Rs for Successful Classroom Management 皃 Relationships 皃 Routines and Procedures 皃 Relevance and Expectations 皃 Room Arrangement 皃 Reinforcements
- 16. Think Back to Daniel Pink in Module 1 皃 How have you applied Daniel Pinks three dimensions of intrinsic motivation to your classroom? Autonomy Mastery Purpose
- 17. Resources for Classroom Management 皃 http://www.apa.org/education/k12/classro om-mgmt.aspx 皃 An Interpersonal Approach to Classroom Management, Davis, Summers & Miller 皃 http://www.ascd.org/publications/educati onal-leadership/sept03/vol61/num01/The- Key-to-Classroom-Management.aspx
- 18. Think, Pair, Share What technology could be used to enhance instruction and learning regarding classroom management?
- 19. Student Engagement 皃 Daniel Pinks To Sell is Human Attunement Buoyancy Clarity
- 20. Student Engagement 皃 Daniel Pinks To Sell is Human Attunement - How do you make yourself aware of students interests and needs? Buoyancy Clarity
- 21. Student Engagement 皃 Daniel Pinks 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
- 22. Student Engagement 皃 Daniel Pinks 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?
- 23. Student Engagement 皃 ICAP student engagement framework (Chi, 2014) interactive learning constructive learning active learning passive learning I > C > A > P In other words, students are more engaged and learn more through interactive learning than through constructive learning, and more so than through active learning or through passive learning
- 24. Student Engagement 皃 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
- 25. Student Engagement 皃 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
- 26. Student Engagement 皃 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
- 27. Student Engagement 皃 ICAP student engagement framework interactive learning dialog between or among partners in which: 1) each partners contributions are constructive and 2) sufficient turn-taking occurs. examples - team projects, constructive controversy, googledoc collaborations, adaptive learning/teaching apps, debate
- 28. Student Engagement 皃 ICAP student engagement framework interactive learning constructive learning active learning passive learning I > C > A > P In other words, students are more engaged and learn more through interactive learning than through constructive learning, than through active learning than through passive learning
- 29. Think, Pair, Share What technology could be used to enhance instruction and learning regarding student engagement?
- 30. Resources for student engagement 皃 Pink, D.H. (2012). To Sell is Human. Penguin. 皃 Chi, M. T., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219-243. 皃 http://www.ascd.org/publications/educati onal- leadership/sept95/vol53/num01/Strengthe ning-Student-Engagement@-What-Do- Students-Want.aspx
- 31. Re-engineering a Lesson You 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. 皃 What went well? 皃At what point did the lesson veer from what you had expected? 皃 Which lens helps you explain the discrepancies? Prepare to re-engineer your lesson plan!
- 32. Re-engineering a Lesson 皃 Rewrite one or more parts of your lesson plan, with changes regarding differentiation, classroom management and/or student engagement in mind. 皃 Consider what technology could do for you How could you use technology to enhance instruction? How could students use technology to enhance their learning?
- 33. All images copyright Microsoft Clip Art Gallery. All rights reserved. BT Matters is a grant program made possible by: The Institute for Emerging Issues http://iei.ncus.edu NC State Employees Credit Union http://www.ncsecu.org 際際滷 6