Week 5 Assignment
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Sarah Smith
Jun 1, 2011, 12:52:52 AM6/1/11
to EDUC6714
Hello everyone!
This week we must post links to resources for differentiated
instruction. We must find resources for differentiating with
technology according to readiness, interest, and learning profile. We
must then respond to two of the posts with a "description of how you
would implement their resource/tool/strategy in your classroom."
Hope this helps! I look forward to seeing your links this week.
sarah
This week we must post links to resources for differentiated
instruction. We must find resources for differentiating with
technology according to readiness, interest, and learning profile. We
must then respond to two of the posts with a "description of how you
would implement their resource/tool/strategy in your classroom."
Hope this helps! I look forward to seeing your links this week.
sarah
Christy
Jun 2, 2011, 10:34:21 PM6/2/11
to EDUC6714
Hello!
I think I'll get things started and hope that I am interpreting the
directions correctly. I have three sites that I have found that works
with the three types of differentiation.
Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
This is a site to a computer program called Successmaker. It is a math
program that targets skills that students may have deficits in. It
focuses on where the students need help in math. It can be used in
combination with other math lessons and has built in record keeping
managements so that you can monitor how your students are doing.
Differentiation according to interest: http://litcircles.org/ and
http://firesidebookchat.podbean.com/about/
These sites have to do with reading and literature circles. The first
site talks about what literature circles are and the second site is a
website where you can chat about books and add reviews. This is a
great way to use a student's interest to get them reading and doing
reading activities. The internet allows them to connect to the world.
Differentiation according to learning profile:
http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf
and http://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
These two sites give templates and allow you to create a Tic-Tac-Toe
board in which students can pick which activities they would like to
work on. The second link is a wiki created that offers various
differentiation instruction tools.
Enjoy looking at the links and I'm sorry they are not showing up as
links (blue). I can not figure out why it is not working properly.
Christy
I think I'll get things started and hope that I am interpreting the
directions correctly. I have three sites that I have found that works
with the three types of differentiation.
Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
This is a site to a computer program called Successmaker. It is a math
program that targets skills that students may have deficits in. It
focuses on where the students need help in math. It can be used in
combination with other math lessons and has built in record keeping
managements so that you can monitor how your students are doing.
Differentiation according to interest: http://litcircles.org/ and
http://firesidebookchat.podbean.com/about/
These sites have to do with reading and literature circles. The first
site talks about what literature circles are and the second site is a
website where you can chat about books and add reviews. This is a
great way to use a student's interest to get them reading and doing
reading activities. The internet allows them to connect to the world.
Differentiation according to learning profile:
http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf
and http://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
These two sites give templates and allow you to create a Tic-Tac-Toe
board in which students can pick which activities they would like to
work on. The second link is a wiki created that offers various
differentiation instruction tools.
Enjoy looking at the links and I'm sorry they are not showing up as
links (blue). I can not figure out why it is not working properly.
Christy
Sarah Smith
Jun 3, 2011, 11:11:42 PM6/3/11
to EDUC6714
I think you are on the right track. Thank you for posting first and
giving everyone a model. I know that mine will not be coming until
Sunday as I have a class tomorrow...
On Jun 2, 7:34 pm, Christy <cchia...@yahoo.com> wrote:
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
giving everyone a model. I know that mine will not be coming until
Sunday as I have a class tomorrow...
On Jun 2, 7:34 pm, Christy <cchia...@yahoo.com> wrote:
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Sarah Smith
Jun 4, 2011, 5:43:40 PM6/4/11
to EDUC6714
So here are my links. (I totally worked during my class. I am such a
bad student!)
Thanks for your feedback,
sarah
Differentiation according to readiness
http://www.usi.edu/distance/bdt.htm
The University of Southern Indiana produced this Bloom’s taxonomy of
technology tools that are hyperlinked. I know that Bloom’s taxonomy is
not exactly linked to a student’s readiness but I think it is an
excellent way to find tools that will build a students depth of
learning. Therefore, I think it works for showing how to differentiate
according to readiness. Let me know if you have any thoughts on the
validity of this.
Differentiation according to interest
http://fcit.usf.edu/matrix/matrix.php
The Technology Integration Matrix, found at the site above, is
produced by the Florida Center for Instructional Technology which is
based out of the University of South Florida. It is a compilation of
video-taped lessons in many different subject areas which showcase
different aspects of the technology standards for both teachers and
students. At the infusion level of the matrix there are many examples
of how students have choice in their learning topic, mode,
presentation, etc. and all of the examples incorporate technology use
in the classroom setting.
Differentiation according to learning profile
http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-for-every-kind-of-learner/
This is a blog entry from the College@Home site which apparently
reviews colleges. However, this particular entry is full of great
digital tools which are categorized by learning style. Each resource
is accompanied by a brief description of what the tool does and a link
to it. I particularly liked the list of charting and diagramming
tools, most of which were new to me.
bad student!)
Thanks for your feedback,
sarah
Differentiation according to readiness
http://www.usi.edu/distance/bdt.htm
The University of Southern Indiana produced this Bloom’s taxonomy of
technology tools that are hyperlinked. I know that Bloom’s taxonomy is
not exactly linked to a student’s readiness but I think it is an
excellent way to find tools that will build a students depth of
learning. Therefore, I think it works for showing how to differentiate
according to readiness. Let me know if you have any thoughts on the
validity of this.
Differentiation according to interest
http://fcit.usf.edu/matrix/matrix.php
The Technology Integration Matrix, found at the site above, is
produced by the Florida Center for Instructional Technology which is
based out of the University of South Florida. It is a compilation of
video-taped lessons in many different subject areas which showcase
different aspects of the technology standards for both teachers and
students. At the infusion level of the matrix there are many examples
of how students have choice in their learning topic, mode,
presentation, etc. and all of the examples incorporate technology use
in the classroom setting.
Differentiation according to learning profile
This is a blog entry from the College@Home site which apparently
reviews colleges. However, this particular entry is full of great
digital tools which are categorized by learning style. Each resource
is accompanied by a brief description of what the tool does and a link
to it. I particularly liked the list of charting and diagramming
tools, most of which were new to me.
Tara Minnerly
Jun 4, 2011, 6:13:18 PM6/4/11
to educ...@googlegroups.com
Hi everyone,
Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
Differentiation by Interest:
Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
Differentiation by Interest:
Within curriculum content and themes, students can conduct research that is interesting to them. A site that gives information about how to conduct an I-Search project is Make it Happen!: The I-Search Unit. This site is geared toward middle school and presents a multidisciplinary approach to research. It appears this was a comprehensive program from the Education Development Center out of Newton, MA that required facilitators from the organization to come to the school. Although it looks defunct, middle school teams can still easily adapt a lot of the resources and ideas. For instance, it gives the I-Search phases, including sample research questions and organizing data collection through a program like Friendly Filer by Houghton-Mifflin.
http://www2.edc.org/FSC/MIH/i-search.html
Differentiation by Readiness:
For all content areas, it is important to provide appropriate reading materials based on readiness levels. Infoplease provides two websites that are based on different reading levels. Factmonster provides information at a lower level, while Infoplease offers more challenging resources. We just recently finished a Civil Rights unit and students could find biographies on Civil Rights leaders at both sites. Resources need to be examined carefully, though, because some of the biographies were the same instead of being differentiated. The interface and graphics of the two websites are definitely presented at different levels.
Differentiation by Learner Profile:
I really loved the “Pick an Alien” activity described by Smith and Throne (2007). Students look at the site and choose which alien they would be based on four general categories: bodily-kinesthetic, interpersonal, intrapersonal, or naturalist. It can be used for elementary or middle school because there are two different charts. Although it can be printed, it’s best if students can access it online. When they click on the alien that most sounds like them, it gives them an additional list of descriptors. They can click to agree or choose another alien. This would be a great activity at the beginning of the year for students and teachers to begin discovering learning preferences. I also know that many of my seventh grade students would love to think of themselves as aliens!
www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
References:
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
---------------------------------------
Original E-mail
From: Christy <cchi...@yahoo.com>
Date: 06/02/2011 09:34 PM
To: EDUC6714 <educ...@googlegroups.com>
Subject: Week 5 Assignment
Original E-mail
From: Christy <cchi...@yahoo.com>
Date: 06/02/2011 09:34 PM
To: EDUC6714 <educ...@googlegroups.com>
Subject: Week 5 Assignment
Hello!
I think I'll get things started and hope that I am interpreting the
directions correctly. I have three sites that I have found that works
with the three types of differentiation.
Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
This is a site to a computer program called Successmaker. It is a math
program that targets skills that students may have deficits in. It
focuses on where the students need help in math. It can be used in
combination with other math lessons and has built in record keeping
managements so that you can monitor how your students are doing.
Differentiation according to interest: http://litcircles.org/ and
http://firesidebookchat.podbean.com/about/
These sites have to do with reading and literature circles. The first
site talks about what literature circles are and the second site is a
website where you can chat about books and add reviews. This is a
great way to use a student's interest to get them reading and doing
reading activities. The internet allows them to connect to the world.
Differentiation according to learning profile:
Tara Minnerly
Jun 4, 2011, 11:54:02 PM6/4/11
to educ...@googlegroups.com
Christy,
I checked out the Fireside Book Chat site. My seventh grade students write book reviews and I had been looking into publishing their reviews online to create a broader audience. I like that the reviews are completed by students, and appear in both written and podcast form. Besides differentiating for interest, the site can also differentiate by learner profile and readiness level. For instance, there is a recent podcast on the book Slam by Walter Dean Meyers. In the podcast, the teacher actually interviews the student about the book. Sharing this example would help students who need more scaffolding with completing book reviews. Also, listening to the podcast book review and then completing their own would definitely appeal to auditory learners. Thanks for the resource!
Take care,
Tara
Sarah Smith
Jun 5, 2011, 12:34:32 AM6/5/11
to EDUC6714
Tara and Christy,
I do not have any problem seeing your posts and your links are blue
and active except for Tara's final one.
So here is my feedback on how to use your sites.
Tara,
I have done an I-search with my students although it was not exactly
like that described by your link. We did have in common, however, a
focus on the development of research questions. This is really the
heart of differentiating the project by interest. Students must first
brainstorm what they are curious about and then formulate a
researchable question. This definitely requires some skill-building in
how to formulate higher-level questions, so a lot of front-loading was
required to make the assignment successful. It definitely does fit the
interest differentiation criteria however.
Your second set of links fits nicely with the I-search as they can
help students of all levels tackle the research stage at an
appropriate reading level. I would definitely use both for independent
research projects since I cannot pre-select websites when they have so
many different topics. I would be concerned about the distracting
nature of the factmonster site though.
Christy,
I found the differentiation by learning profile sites the most
interesting out of your list. The tic-tac-toe board definitely is one
I would like to use in my class. I think it would be great as a
culminating activity for my units. Students would choose three
different ways to showcase their learning of the unit. I don't think I
would do it for single lessons because of the time it would take.
On the tools for differentiation wiki I found a link to RAFT. I can't
remember if we talked about that writing strategy here or on the
discussion board. Either way I thought it would be helpful to post a
direct link to the directions. http://toolsfordifferentiation.pbworks.com/w/page/22360111/RAFT
Thanks for the great resources ladies! I wish you luck in putting
together your application paper.
sarah
On Jun 4, 3:13 pm, Tara Minnerly <tara.minne...@waldenu.edu> wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
I do not have any problem seeing your posts and your links are blue
and active except for Tara's final one.
So here is my feedback on how to use your sites.
Tara,
I have done an I-search with my students although it was not exactly
like that described by your link. We did have in common, however, a
focus on the development of research questions. This is really the
heart of differentiating the project by interest. Students must first
brainstorm what they are curious about and then formulate a
researchable question. This definitely requires some skill-building in
how to formulate higher-level questions, so a lot of front-loading was
required to make the assignment successful. It definitely does fit the
interest differentiation criteria however.
Your second set of links fits nicely with the I-search as they can
help students of all levels tackle the research stage at an
appropriate reading level. I would definitely use both for independent
research projects since I cannot pre-select websites when they have so
many different topics. I would be concerned about the distracting
nature of the factmonster site though.
Christy,
I found the differentiation by learning profile sites the most
interesting out of your list. The tic-tac-toe board definitely is one
I would like to use in my class. I think it would be great as a
culminating activity for my units. Students would choose three
different ways to showcase their learning of the unit. I don't think I
would do it for single lessons because of the time it would take.
On the tools for differentiation wiki I found a link to RAFT. I can't
remember if we talked about that writing strategy here or on the
discussion board. Either way I thought it would be helpful to post a
direct link to the directions. http://toolsfordifferentiation.pbworks.com/w/page/22360111/RAFT
Thanks for the great resources ladies! I wish you luck in putting
together your application paper.
sarah
On Jun 4, 3:13 pm, Tara Minnerly <tara.minne...@waldenu.edu> wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> Date: 06/02/2011 09:34 PM
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Tara Minnerly
Jun 5, 2011, 1:33:09 AM6/5/11
to educ...@googlegroups.com
Sarah,
At first glance, it looks like this resource might fit more into differentiation by learning profile since students at all readiness levels should still be demonstrating the different types of thinking skills. However, I did notice more examples of artifact creation in the differentiated math lesson for at-level and above-level learners (Smith & Throne, 2007). Also, I’m sure a lot of the resources provide ways to help students at different levels of readiness develop the various categories of thinking. I love the visual nature of the pyramid, and I’ve already started to check out some of the unfamiliar links such as Nota and Protagonize. I’ve bookmarked the site and am excited to examine the links more carefully.
Thanks,
Tara
References:
Smith, G., & Throne, S. (2007). Differentiating
instruction with technology in K-5 classrooms. Belmont, CA: International
Society for Technology in Education.
Retrieved from Education Research Complete database.
---------------------------------------
Original E-mail
From: Sarah Smith <mssmi...@gmail.com>
Date: 06/04/2011 11:34 PM
To: EDUC6714 <educ...@googlegroups.com>
Subject: Re: Week 5 Assignment
Original E-mail
From: Sarah Smith <mssmi...@gmail.com>
Date: 06/04/2011 11:34 PM
To: EDUC6714 <educ...@googlegroups.com>
Subject: Re: Week 5 Assignment
On Jun 4, 3:13 pm, Tara Minnerly wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
>
>
>
> http://www2.edc.org/FSC/MIH/i-search.html
>
>
>
> Differentiation by Readiness:
>
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
>
>
>
> http://www2.edc.org/FSC/MIH/i-search.html
>
>
>
> Differentiation by Readiness:
>
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy
> Date: 06/02/2011 09:34 PM
> To: EDUC6714
> To: EDUC6714
Christy
Jun 5, 2011, 12:32:06 PM6/5/11
to EDUC6714
Sarah:
Shame on you for doing your work while in school. =) I've done that
too. I think we call that making the most of our time. =)
I loved your first site with Bloom's taxonomy and all the resources
that it lists. That is a great resources for using technology in the
classroom in a variety of ways. It's a great resource to use if you
have an idea of what you want to do but are not sure how to do it. I
clicked on a couple of links and it looks really neat. I also liked
your second site. It seemed to be a good resource as well. It's a
quick easy reference to figure out what you would like to do in your
class and how to do it.
Thanks for the resources!!
Christy
On Jun 4, 4:43 pm, Sarah Smith <mssmith...@gmail.com> wrote:
> So here are my links. (I totally worked during my class. I am such a
> bad student!)
> Thanks for your feedback,
> sarah
>
> Differentiation according to readinesshttp://www.usi.edu/distance/bdt.htm
Shame on you for doing your work while in school. =) I've done that
too. I think we call that making the most of our time. =)
I loved your first site with Bloom's taxonomy and all the resources
that it lists. That is a great resources for using technology in the
classroom in a variety of ways. It's a great resource to use if you
have an idea of what you want to do but are not sure how to do it. I
clicked on a couple of links and it looks really neat. I also liked
your second site. It seemed to be a good resource as well. It's a
quick easy reference to figure out what you would like to do in your
class and how to do it.
Thanks for the resources!!
Christy
On Jun 4, 4:43 pm, Sarah Smith <mssmith...@gmail.com> wrote:
> So here are my links. (I totally worked during my class. I am such a
> bad student!)
> Thanks for your feedback,
> sarah
>
>
> The University of Southern Indiana produced this Bloom’s taxonomy of
> technology tools that are hyperlinked. I know that Bloom’s taxonomy is
> not exactly linked to a student’s readiness but I think it is an
> excellent way to find tools that will build a students depth of
> learning. Therefore, I think it works for showing how to differentiate
> according to readiness. Let me know if you have any thoughts on the
> validity of this.
>
> Differentiation according to interesthttp://fcit.usf.edu/matrix/matrix.php
> The University of Southern Indiana produced this Bloom’s taxonomy of
> technology tools that are hyperlinked. I know that Bloom’s taxonomy is
> not exactly linked to a student’s readiness but I think it is an
> excellent way to find tools that will build a students depth of
> learning. Therefore, I think it works for showing how to differentiate
> according to readiness. Let me know if you have any thoughts on the
> validity of this.
>
>
> The Technology Integration Matrix, found at the site above, is
> produced by the Florida Center for Instructional Technology which is
> based out of the University of South Florida. It is a compilation of
> video-taped lessons in many different subject areas which showcase
> different aspects of the technology standards for both teachers and
> students. At the infusion level of the matrix there are many examples
> of how students have choice in their learning topic, mode,
> presentation, etc. and all of the examples incorporate technology use
> in the classroom setting.
>
> Differentiation according to learning profile
>
> http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-fo...
> The Technology Integration Matrix, found at the site above, is
> produced by the Florida Center for Instructional Technology which is
> based out of the University of South Florida. It is a compilation of
> video-taped lessons in many different subject areas which showcase
> different aspects of the technology standards for both teachers and
> students. At the infusion level of the matrix there are many examples
> of how students have choice in their learning topic, mode,
> presentation, etc. and all of the examples incorporate technology use
> in the classroom setting.
>
> Differentiation according to learning profile
>
Christy
Jun 5, 2011, 12:51:26 PM6/5/11
to EDUC6714
Tara:
I saw your sites just fine and they looked great. I loved the "fact
monster" source. I think that this would be a great way to allow
students to find information that interests them. It was easy to use
and has some great information. I could see my class using it as a
resource for some of the projects they do for me. I think that it
really does allow students to find what they need at their own
interest levels.
I also found the I-Search site useful. I have never heard of this
technique before and I thought that the site really walked you through
easily to be able to use the method. I liked the samples the site
gave in using the I-Search method.
I'm glad you like the Fireside Book Chat site. It's something that I
have been looking at doing to but hadn't had a chance to actually go
out and look for a site like this. This assignment "forced" me to do
it and I'm glad I did. I agree, the site does differentiate by all
the ways we talked about this week. I plan on using it a lot. I'm
glad that it looks like you will be able to use it too!
Christy
On Jun 4, 5:13 pm, Tara Minnerly <tara.minne...@waldenu.edu> wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
I saw your sites just fine and they looked great. I loved the "fact
monster" source. I think that this would be a great way to allow
students to find information that interests them. It was easy to use
and has some great information. I could see my class using it as a
resource for some of the projects they do for me. I think that it
really does allow students to find what they need at their own
interest levels.
I also found the I-Search site useful. I have never heard of this
technique before and I thought that the site really walked you through
easily to be able to use the method. I liked the samples the site
gave in using the I-Search method.
I'm glad you like the Fireside Book Chat site. It's something that I
have been looking at doing to but hadn't had a chance to actually go
out and look for a site like this. This assignment "forced" me to do
it and I'm glad I did. I agree, the site does differentiate by all
the ways we talked about this week. I plan on using it a lot. I'm
glad that it looks like you will be able to use it too!
Christy
On Jun 4, 5:13 pm, Tara Minnerly <tara.minne...@waldenu.edu> wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> Date: 06/02/2011 09:34 PM
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Mary
Jun 5, 2011, 5:49:38 PM6/5/11
to EDUC6714
Mary
Jun 5, 2011, 5:52:59 PM6/5/11
to EDUC6714
Hi!
Hi!
Here are my links to DI resources:
Student Readiness: “Designing Instructional Activities to Meet the
Needs of the Students” located at http://www.foridahoteachers.org/differentiation_framework.htm.
This resource provides a table showing how to differentiate content,
process, and product by readiness, interest, and profile, I found the
resources and strategy ideas for differentiating by readiness to be
particularly powerful. Specifically, the site shows teachers how to
use NWEA’s Descartes tool and curriculum ladders with students taking
Measurement of Academic Progress tests to pinpoint specific skills to
enhance, develop, and/or introduce based on individual student RIT
ranges. Moreover, this site provides definitions and resource links
for a wide variety of instructional strategies such as curriculum
compacting and tiered activities to reach varied readiness levels.
Student Interest: “Using the RAFT Writing Strategy” located at
http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html.
This resource not only provides strategic steps, related lessons,
models, and a writing template useful for implementing RAFT, but also
provides the strategy rationale which is the embodiment of interest
differentiation: “RAFT assignments encourage students to uncover
their own voices and formats for presenting their ideas about content
information they are studying.”
Student Profiles: “Technology Tools for the Differentiated Classroom”
at http://www.nhcs.net/technology/resources/differentiation/. For me
personally, this web resource takes the mystery out of how to
differentiate by learning profile once the profiles have been
identified, as it provides a table suggesting both technological tools
in general (ie. Video cameras to create presentations) and specific
software programs (ie. Activstudio) that can be used for each of the
multiple intelligences.
Check them out and let me know what you think!
Mary
Hi!
Here are my links to DI resources:
Student Readiness: “Designing Instructional Activities to Meet the
Needs of the Students” located at http://www.foridahoteachers.org/differentiation_framework.htm.
This resource provides a table showing how to differentiate content,
process, and product by readiness, interest, and profile, I found the
resources and strategy ideas for differentiating by readiness to be
particularly powerful. Specifically, the site shows teachers how to
use NWEA’s Descartes tool and curriculum ladders with students taking
Measurement of Academic Progress tests to pinpoint specific skills to
enhance, develop, and/or introduce based on individual student RIT
ranges. Moreover, this site provides definitions and resource links
for a wide variety of instructional strategies such as curriculum
compacting and tiered activities to reach varied readiness levels.
Student Interest: “Using the RAFT Writing Strategy” located at
http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html.
This resource not only provides strategic steps, related lessons,
models, and a writing template useful for implementing RAFT, but also
provides the strategy rationale which is the embodiment of interest
differentiation: “RAFT assignments encourage students to uncover
their own voices and formats for presenting their ideas about content
information they are studying.”
Student Profiles: “Technology Tools for the Differentiated Classroom”
at http://www.nhcs.net/technology/resources/differentiation/. For me
personally, this web resource takes the mystery out of how to
differentiate by learning profile once the profiles have been
identified, as it provides a table suggesting both technological tools
in general (ie. Video cameras to create presentations) and specific
software programs (ie. Activstudio) that can be used for each of the
multiple intelligences.
Check them out and let me know what you think!
Mary
Mary
Jun 5, 2011, 6:39:54 PM6/5/11
to EDUC6714
Christy,
Thank you for sharing your sources. I particularly like the Fireside
Chat site. One of my 8th grade ELA standards requires students to
read for extended time to derive pleasure, and I'm always uncertain of
how to measure this in an authentic way as book reports are
superficial and boring. Book review podcasts, however, seem
promising. Also, I liked the Differentiation Tools wiki site, and I
was especially intrigued by layered curriculum.
Thank you again for sharing.
On Jun 2, 10:34 pm, Christy <cchia...@yahoo.com> wrote:
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Thank you for sharing your sources. I particularly like the Fireside
Chat site. One of my 8th grade ELA standards requires students to
read for extended time to derive pleasure, and I'm always uncertain of
how to measure this in an authentic way as book reports are
superficial and boring. Book review podcasts, however, seem
promising. Also, I liked the Differentiation Tools wiki site, and I
was especially intrigued by layered curriculum.
Thank you again for sharing.
On Jun 2, 10:34 pm, Christy <cchia...@yahoo.com> wrote:
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Noreen
Jun 5, 2011, 6:50:18 PM6/5/11
to EDUC6714
Hi!
Our assignment asked us to locate resources for using technology to
differentiate instruction by readiness, interest, and learning
profile. The following websites I found, 2 of which we currently use
in my district.
Differentiated according to Readiness
Tennbiz3000.com is an individualized differentiated reading and
writing program for middle school aged students. Their 5 step process
is designed to increase reading and writing proficiency and is aligned
with state standards. The program certainly engages students with
technology they are use to using because each student has an email
account set up for them where they can communicate with the teacher
and their peers. Each article that they receive is tailored to their
specific reading level. At the beginning and middle of the school year
students are tested to find what grade level they are reading at. Any
middle school teacher can use the program because there are literally
thousand of different topics to choose from - even technology for
myself, the tech teacher!
After students read the article they answer multiple choice questions
to monitor comprehension as well as open ended questions to build
critical cognitive skills.
Differentiated according to Interest
kidbiz3000 is an educational website that integrates technology with
the regular ed classroom. Achieve3000 which kidbiz and teenbiz is a
part of, sponsors a number of student contributed motivational
contest. The contests are based on topics they love and can pick.
Differentiation according to learning profile
The goal of differentiating by learner profile is efficiency. Once you
id. the way(s) a student learns best you can organize your curriculum
and instruction that supports the different modes of learning. This
site has many useful surveys you can give your students or you can use
parts of them to create your own on the internet - much like we did in
week two.
http://schools.webster.k12.mo.us/education/page/download.php?fileinfo=NGxlYXJuZXJwcm9maWxlcy1tb2QtdHJpLU1JLXRyaS5wZGY6Ojovd3d3L3NjaG9vbHMvc2MvcmVtb3RlL2ltYWdlcy9kb2NtZ3IvMTkyM2ZpbGU5MjAxLnBkZg==
Our assignment asked us to locate resources for using technology to
differentiate instruction by readiness, interest, and learning
profile. The following websites I found, 2 of which we currently use
in my district.
Differentiated according to Readiness
Tennbiz3000.com is an individualized differentiated reading and
writing program for middle school aged students. Their 5 step process
is designed to increase reading and writing proficiency and is aligned
with state standards. The program certainly engages students with
technology they are use to using because each student has an email
account set up for them where they can communicate with the teacher
and their peers. Each article that they receive is tailored to their
specific reading level. At the beginning and middle of the school year
students are tested to find what grade level they are reading at. Any
middle school teacher can use the program because there are literally
thousand of different topics to choose from - even technology for
myself, the tech teacher!
After students read the article they answer multiple choice questions
to monitor comprehension as well as open ended questions to build
critical cognitive skills.
Differentiated according to Interest
kidbiz3000 is an educational website that integrates technology with
the regular ed classroom. Achieve3000 which kidbiz and teenbiz is a
part of, sponsors a number of student contributed motivational
contest. The contests are based on topics they love and can pick.
Differentiation according to learning profile
id. the way(s) a student learns best you can organize your curriculum
and instruction that supports the different modes of learning. This
site has many useful surveys you can give your students or you can use
parts of them to create your own on the internet - much like we did in
week two.
http://schools.webster.k12.mo.us/education/page/download.php?fileinfo=NGxlYXJuZXJwcm9maWxlcy1tb2QtdHJpLU1JLXRyaS5wZGY6Ojovd3d3L3NjaG9vbHMvc2MvcmVtb3RlL2ltYWdlcy9kb2NtZ3IvMTkyM2ZpbGU5MjAxLnBkZg==
Mary
Jun 5, 2011, 7:00:15 PM6/5/11
to EDUC6714
Sarah,
I enjoyed checking out all of your sources, but the Technology
Integration Matrix blew me away. I loved this site because not only
did it share a multitude of ways to implement technology, but it also
gave me what I crave: a window into classrooms differentiating
instuction through technology.
Thanks for sharing (Not bad for a bad student!),
Mary
On Jun 4, 5:43 pm, Sarah Smith <mssmith...@gmail.com> wrote:
> So here are my links. (I totally worked during my class. I am such a
> bad student!)
> Thanks for your feedback,
> sarah
>
> Differentiation according to readinesshttp://www.usi.edu/distance/bdt.htm
> > > Christy- Hide quoted text -
>
> - Show quoted text -
I enjoyed checking out all of your sources, but the Technology
Integration Matrix blew me away. I loved this site because not only
did it share a multitude of ways to implement technology, but it also
gave me what I crave: a window into classrooms differentiating
instuction through technology.
Thanks for sharing (Not bad for a bad student!),
Mary
On Jun 4, 5:43 pm, Sarah Smith <mssmith...@gmail.com> wrote:
> So here are my links. (I totally worked during my class. I am such a
> bad student!)
> Thanks for your feedback,
> sarah
>
>
> The University of Southern Indiana produced this Bloom’s taxonomy of
> technology tools that are hyperlinked. I know that Bloom’s taxonomy is
> not exactly linked to a student’s readiness but I think it is an
> excellent way to find tools that will build a students depth of
> learning. Therefore, I think it works for showing how to differentiate
> according to readiness. Let me know if you have any thoughts on the
> validity of this.
>
> Differentiation according to interesthttp://fcit.usf.edu/matrix/matrix.php
> The University of Southern Indiana produced this Bloom’s taxonomy of
> technology tools that are hyperlinked. I know that Bloom’s taxonomy is
> not exactly linked to a student’s readiness but I think it is an
> excellent way to find tools that will build a students depth of
> learning. Therefore, I think it works for showing how to differentiate
> according to readiness. Let me know if you have any thoughts on the
> validity of this.
>
>
> The Technology Integration Matrix, found at the site above, is
> produced by the Florida Center for Instructional Technology which is
> based out of the University of South Florida. It is a compilation of
> video-taped lessons in many different subject areas which showcase
> different aspects of the technology standards for both teachers and
> students. At the infusion level of the matrix there are many examples
> of how students have choice in their learning topic, mode,
> presentation, etc. and all of the examples incorporate technology use
> in the classroom setting.
>
> Differentiation according to learning profile
>
> http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-fo...
> The Technology Integration Matrix, found at the site above, is
> produced by the Florida Center for Instructional Technology which is
> based out of the University of South Florida. It is a compilation of
> video-taped lessons in many different subject areas which showcase
> different aspects of the technology standards for both teachers and
> students. At the infusion level of the matrix there are many examples
> of how students have choice in their learning topic, mode,
> presentation, etc. and all of the examples incorporate technology use
> in the classroom setting.
>
> Differentiation according to learning profile
>
>
> - Show quoted text -
Mary
Jun 5, 2011, 7:03:57 PM6/5/11
to EDUC6714
Sarah,
In my excitement over the matrix, I forgot to mention how useful 100
Helpful Tools for Every Kind of Learner looks. I'm definitely
bookmarking your sites.
Thanks again,
Mary
On Jun 4, 5:43 pm, Sarah Smith <mssmith...@gmail.com> wrote:
> So here are my links. (I totally worked during my class. I am such a
> bad student!)
> Thanks for your feedback,
> sarah
>
> Differentiation according to readinesshttp://www.usi.edu/distance/bdt.htm
In my excitement over the matrix, I forgot to mention how useful 100
Helpful Tools for Every Kind of Learner looks. I'm definitely
bookmarking your sites.
Thanks again,
Mary
On Jun 4, 5:43 pm, Sarah Smith <mssmith...@gmail.com> wrote:
> So here are my links. (I totally worked during my class. I am such a
> bad student!)
> Thanks for your feedback,
> sarah
>
>
> The University of Southern Indiana produced this Bloom’s taxonomy of
> technology tools that are hyperlinked. I know that Bloom’s taxonomy is
> not exactly linked to a student’s readiness but I think it is an
> excellent way to find tools that will build a students depth of
> learning. Therefore, I think it works for showing how to differentiate
> according to readiness. Let me know if you have any thoughts on the
> validity of this.
>
> Differentiation according to interesthttp://fcit.usf.edu/matrix/matrix.php
> The University of Southern Indiana produced this Bloom’s taxonomy of
> technology tools that are hyperlinked. I know that Bloom’s taxonomy is
> not exactly linked to a student’s readiness but I think it is an
> excellent way to find tools that will build a students depth of
> learning. Therefore, I think it works for showing how to differentiate
> according to readiness. Let me know if you have any thoughts on the
> validity of this.
>
>
> The Technology Integration Matrix, found at the site above, is
> produced by the Florida Center for Instructional Technology which is
> based out of the University of South Florida. It is a compilation of
> video-taped lessons in many different subject areas which showcase
> different aspects of the technology standards for both teachers and
> students. At the infusion level of the matrix there are many examples
> of how students have choice in their learning topic, mode,
> presentation, etc. and all of the examples incorporate technology use
> in the classroom setting.
>
> Differentiation according to learning profile
>
> http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-fo...
> The Technology Integration Matrix, found at the site above, is
> produced by the Florida Center for Instructional Technology which is
> based out of the University of South Florida. It is a compilation of
> video-taped lessons in many different subject areas which showcase
> different aspects of the technology standards for both teachers and
> students. At the infusion level of the matrix there are many examples
> of how students have choice in their learning topic, mode,
> presentation, etc. and all of the examples incorporate technology use
> in the classroom setting.
>
> Differentiation according to learning profile
>
Mary
Jun 5, 2011, 7:24:02 PM6/5/11
to EDUC6714
Tara,
I particulary like your link to Make It Happen: The I-Search Unit. As
a major component of my ELA standards involves inquiry and the
research process, I think I-Searches would be a perfect way to
differentiate by student interests by asking students to generate an I-
Search question to guide a personally motivated inquiry. Further, I
appreciate the fact that your site breaks the process down into phases
and provides tips on how to integrate technology throughout the
process. I also like the reminder the site gives about a teacher's
role as facilitator. I will definitely bookmark this site.
Thank you for sharing,
Mary
On Jun 4, 6:13 pm, Tara Minnerly <tara.minne...@waldenu.edu> wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
I particulary like your link to Make It Happen: The I-Search Unit. As
a major component of my ELA standards involves inquiry and the
research process, I think I-Searches would be a perfect way to
differentiate by student interests by asking students to generate an I-
Search question to guide a personally motivated inquiry. Further, I
appreciate the fact that your site breaks the process down into phases
and provides tips on how to integrate technology throughout the
process. I also like the reminder the site gives about a teacher's
role as facilitator. I will definitely bookmark this site.
Thank you for sharing,
Mary
On Jun 4, 6:13 pm, Tara Minnerly <tara.minne...@waldenu.edu> wrote:
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> Date: 06/02/2011 09:34 PM
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Francesca
Jun 5, 2011, 7:47:53 PM6/5/11
to EDUC6714
Francesca to Christy
I love the book chat podcast! I think that allowing students actually
speak about their book is a great way to assess their knowledge of
what they read, rather than writing the traditional book report. It
can also be extremely difficult to speak in front of all of their
classmates, however, allowing them to do a podcast can take the stress
out of sharing information about novels they read. It can also assist
students who may have a difficult time getting their thoughts out in a
written format and enjoy discussing it in an open forum.
Overall great resource!
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
I love the book chat podcast! I think that allowing students actually
speak about their book is a great way to assess their knowledge of
what they read, rather than writing the traditional book report. It
can also be extremely difficult to speak in front of all of their
classmates, however, allowing them to do a podcast can take the stress
out of sharing information about novels they read. It can also assist
students who may have a difficult time getting their thoughts out in a
written format and enjoy discussing it in an open forum.
Overall great resource!
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> Date: 06/02/2011 09:34 PM
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
Francesca
Jun 5, 2011, 7:56:27 PM6/5/11
to EDUC6714
Francesca to Tara
I really enjoyed working through fact monster. Even though it looks as
though it is a multi-content based website, I think that I could use
it for my ELA classes as well. There are many different ways in which
the site does not focus only on informational elements but also makes
learning interactive and fun. Our 8th graders do a genre study on
mythology and this site has a variety of resources focusing on a wide
range of types of mythology. There are also some great study
strategies and techniques that I would encourage students to take a
look at as well.
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
I really enjoyed working through fact monster. Even though it looks as
though it is a multi-content based website, I think that I could use
it for my ELA classes as well. There are many different ways in which
the site does not focus only on informational elements but also makes
learning interactive and fun. Our 8th graders do a genre study on
mythology and this site has a variety of resources focusing on a wide
range of types of mythology. There are also some great study
strategies and techniques that I would encourage students to take a
look at as well.
> Hi everyone,
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> Within curriculum content and themes, students can conductresearch that is interesting to them. A site that gives information about howto conduct an I-Search project is Make it Happen!: The I-Search Unit. This siteis geared toward middle school and presents a multidisciplinary approach toresearch. It appears this was a comprehensive program from the EducationDevelopment Center out of Newton, MA that required facilitators from theorganization to come to the school. Although it looks defunct, middle schoolteams can still easily adapt a lot of the resources and ideas. For instance, itgives the I-Search phases, including sample research questions and organizingdata collection through a program like Friendly Filer by Houghton-Mifflin.
>
> Here are the links and summaries of the differentation sites I've found. I hope everybody sees them since I'm still unable to post:
>
> Differentiation by Interest:
>
>
> For all content areas, it is important to provideappropriate reading materials based on readiness levels. Infoplease providestwo websites that are based on different reading levels. Factmonster providesinformation at a lower level, while Infoplease offers more challengingresources. We just recently finished a Civil Rights unit and students couldfind biographies on Civil Rights leaders at both sites. Resources need to beexamined carefully, though, because some of the biographies were the sameinstead of being differentiated. The interface and graphics of the two websitesare definitely presented at different levels.
>
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
> I really loved the “Pick an Alien” activity described bySmith and Throne (2007). Students look at the site and choose which alien theywould be based on four general categories: bodily-kinesthetic, interpersonal,intrapersonal, or naturalist. It can be used for elementary or middle schoolbecause there are two different charts. Although it can be printed, it’s bestif students can access it online. When they click on the alien that most soundslike them, it gives them an additional list of descriptors. They can click toagree or choose another alien. This would be a great activity at the beginningof the year for students and teachers to begin discovering learningpreferences. I also know that many of my seventh grade students would love tothink of themselves as aliens!
>
>
> http://www.factmonster.com/
>
> http://www.infoplease.com/
>
>
>
> Differentiation by Learner Profile:
>
>
>
>
>
>
> www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
>
>
>
> References:
>
>
>
> Smith,G., & Throne, S. (2007). Differentiating instruction with technology inK-5 classrooms. Belmont, CA: International Society for Technology inEducation. Retrieved from Education Research Complete database.
>
> ---------------------------------------
> Original E-mail
> From: Christy <cchia...@yahoo.com>
> Date: 06/02/2011 09:34 PM
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
> Differentiation according to interest: http://litcircles.org/ andhttp://firesidebookchat.podbean.com/about/
> To: EDUC6714 <educ...@googlegroups.com>
> Subject: Week 5 Assignment
>
> Hello!
>
> I think I'll get things started and hope that I am interpreting the
> directions correctly. I have three sites that I have found that works
> with the three types of differentiation.
>
> Differentiation according to readiness: http://www.pearsonschool.com/index.cfm?locator=PSZk99.
>
> This is a site to a computer program called Successmaker. It is a math
> program that targets skills that students may have deficits in. It
> focuses on where the students need help in math. It can be used in
> combination with other math lessons and has built in record keeping
> managements so that you can monitor how your students are doing.
>
>
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> Differentiation according to learning profile:http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choi...
> These sites have to do with reading and literature circles. The first
> site talks about what literature circles are and the second site is a
> website where you can chat about books and add reviews. This is a
> great way to use a student's interest to get them reading and doing
> reading activities. The internet allows them to connect to the world.
>
> andhttp://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe.
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