Differentiated Instruction & Technology Use

Differentiated Differentiated InstructionInstruction

&&Technology UseTechnology Use

Differentiated Differentiated InstructionInstruction

&&Technology UseTechnology Use

National Business Education AllianceNational Business Education Alliance

Where’s the differentiation?Where’s the differentiation?Where’s the differentiation?Where’s the differentiation?

QuickTime™ and aCinepak decompressor

are needed to see this picture.

Differentiated Instruction & Differentiated Instruction & Technology UseTechnology UseDifferentiated Instruction & Differentiated Instruction & Technology UseTechnology Use

What do we know about What do we know about your classroom?your classroom?


• 4 - Strongly Agree4 - Strongly Agree• 3 - Agree3 - Agree• 2 - Disagree2 - Disagree• 1 - Strongly Disagree1 - Strongly Disagree

Regardless of the content, my teacher(s) Regardless of the content, my teacher(s) always pre-test us to determine what we always pre-test us to determine what we already know prior introducing any new already know prior introducing any new subject area.subject area.



My teacher(s) frequently modify classroom My teacher(s) frequently modify classroom activities based on my outside interests.activities based on my outside interests.



I always feel challenged in my classroom(s).I always feel challenged in my classroom(s).



My teacher(s) always give(s) us options for My teacher(s) always give(s) us options for completing any assignment or project .completing any assignment or project .



Besides my regular classroom work, I am Besides my regular classroom work, I am also assigned a long-term project in class also assigned a long-term project in class that I work on whenever possible .that I work on whenever possible .


DifferentiationDifferentiation

Score CardScore Card

16 - 20 points = Exceptional Differentiation16 - 20 points = Exceptional Differentiation

11 - 15 points = Moderate Differentiation11 - 15 points = Moderate Differentiation

10 - 14 points = Low Differentiation10 - 14 points = Low Differentiation

LoTi Framework: An Indicator LoTi Framework: An Indicator for Differentiation for Differentiation LoTi Framework: An Indicator LoTi Framework: An Indicator for Differentiation for Differentiation

• Level 0Level 0 - - NonuseNonuse• Level 1Level 1 - - AwarenessAwareness• Level 2Level 2 - - ExplorationExploration• Level 3Level 3 - - InfusionInfusion• Level 4aLevel 4a - - Integration (Mechanical)Integration (Mechanical)• Level 4bLevel 4b - - Integration (Routine)Integration (Routine)• Level 5Level 5 - - ExpansionExpansion• Level 6Level 6 - - RefinementRefinement

ExtremeExtremeDifferentiationDifferentiation

SimulationSimulation

ExtremeExtremeDifferentiationDifferentiation

SimulationSimulation

National Business Education AllianceNational Business Education Alliance

Differentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-ActionDifferentiation-in-Action

Pick a Course or Grade Level:Pick a Course or Grade Level:

Pick a Content Area:Pick a Content Area:

Identify Two Major TEKS relating to the Identify Two Major TEKS relating to the Content Area:Content Area:


Select a Bloom’s Level:Select a Bloom’s Level: 1. Application1. Application 2. Analysis2. Analysis 3. Synthesis3. Synthesis 4. Evaluation4. Evaluation


Select an Area of Student Interest:Select an Area of Student Interest: 1. Neighborhood1. Neighborhood 2. Environment2. Environment 3. Personal Improvement3. Personal Improvement 4. Survival4. Survival 5. Travel5. Travel 6. Family6. Family


Select a Learning Profile:Select a Learning Profile: 1. Linguistic1. Linguistic 2. Spatial2. Spatial 3. Bodily/Kinesthetic3. Bodily/Kinesthetic 4. Musical4. Musical 5. Interpersonal5. Interpersonal 6. Intrapersonal6. Intrapersonal

Case Study #3 Differentiation-in-ActionCase Study #3 Differentiation-in-ActionCase Study #3 Differentiation-in-ActionCase Study #3 Differentiation-in-Action

Select Two Technology Application TEKS:Select Two Technology Application TEKS: 1. Foundations: Demonstrate proficiency in using different 1. Foundations: Demonstrate proficiency in using different

input devices (e.g., D/V cameras, scanner, CD-ROM)input devices (e.g., D/V cameras, scanner, CD-ROM) 2. Information Acquisition: apply appropriate electronic 2. Information Acquisition: apply appropriate electronic

search strategies in the acquisition of informationsearch strategies in the acquisition of information 3. Solving Problems: demonstrate proficiency in the use of 3. Solving Problems: demonstrate proficiency in the use of

multimedia authoring programsmultimedia authoring programs 4. Solving Problems: Integrate two or more productivity tools 4. Solving Problems: Integrate two or more productivity tools

into a documentinto a document 5. Communication: demonstrate appropriate use of graphics, 5. Communication: demonstrate appropriate use of graphics,

fonts, etc. to communicate effectivelyfonts, etc. to communicate effectively


Design a Performance-based Task Design a Performance-based Task (Product) for a Classroom Based on (Product) for a Classroom Based on

Your Selected Variables….Your Selected Variables….


The mediocre teacher tells. The mediocre teacher tells. The good teacher explains. The good teacher explains.

The superior teacher The superior teacher demonstrates. The great demonstrates. The great

teacher inspires.teacher inspires.

William Arthur Ward William Arthur Ward

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Differentiated Instruction & Technology Use