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Use Formative Assessment to Differentiate Instruction | Edutopia
- We have our MAT testing, which is a computerized assessment, and it gives us feedback as far as different literary strengths and mathematical strengths. And it breaks it down for each child to let us know what range they're in and how we can better group them, or how we could better teach them within those groups.
- we sit one on one with the child and we assess their reading abilities. And so you really get a very good educational profile of that student based on all of this data.
- We use a model for teaching called IPAC, which is individualized, personalized, authentic and collaborative learning. It's personalized, in that everybody's showing their learning in a way that is comfortable to them.
- During the research phase of a project, students are placed at various stations in the media center to best accommodate their individual learning styles.
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Ten Tips for Personalized Learning via Technology | Edutopia
- This is the key, differentiation and student engagement. - post by Jackie King
- jogando.net/mu *20 Jogando.net o MELHOR SERVIDOR DE MU ONLINE DO BRASIL! Com o Lançamento oficial do Novo servidor Phoenix Ep. 3 Season 6, o 6° Megaultrasuperhiper Evento Castle Siege Premiado com direito a medalhas e muitas Novidades no servidor HARD! Sendo 7 servers diferenciados proporcionando sua diversão, ENTRE JÁ NO SITE : http://www.jogando.net/mu/ cadastre-se e ganhe 5 dias vips ! Curta nossa página no Facebook : http://www.facebook.com/pages/jogandonet/371027529618526 By: SweeTDeath - post by Isaah F
- Each classroom is equipped with an interactive whiteboard and a Tech Zone of eight Internet-enabled computers. Plus, teachers have access to gadgets including digital cameras, Flip cameras, remote-response clickers, and PDAs.
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1. Deliver Instruction through Multiple Forms of Media
You now have at your fingertips far more than just the old standbys of words and still pictures. Teachers at Forest Lake use computers and whiteboards to access oodles of instructional videos, audio clips, animations, and interactive games, some through software and some available online.
- 2. Gather and Use Immediate Feedback on Students' Understanding
- Why wait days or weeks to deliver and grade a quiz to find out which kids missed important concepts? Teachers here routinely use remote-response systems (clickers), colorful little gadgets that allow each child to enter her answer to a practice question so that the teacher can instantly see who got it right or wrong.
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3. Give Students Options
All students shouldn't be required to show their learning the same way. And digital media open up a host of possibilities beyond the traditional essay, poster, report, or quiz.
- "This way," says Durden, "you don't see the students' disabilities. You see their abilities
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4. Automate Basic-skills Practice
Free up some hours for more creative, fun technology projects (and for yourself!) by using software to do much of the basic-skills practice and assessment that would otherwise take up a lot of time.
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5. Practice Independent Work Skills
Differentiating instruction often means setting up kids to work alone or in groups. And that, we don't need to tell you, can lead to chaos.
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6. Create a Weekly "Must Do" and "May Do" List
Give a classroom of students an array of different, personalized tasks to do, and they'll inevitably finish them at different times.
- weekly list of "must dos" and "may dos," so kids who finish first can always find something to do next.
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7. Pretest Students' Knowledge Before Each Unit
Before starting each unit of study, grade-level teams at Forest Lake brainstorm a way to assess prior knowledge so they can tailor the lessons effectively to each child.
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8. Be Flexible When Plans Go Awry
Computers don't always perform the way you wish or expect, especially if the teacher in command is new to digital technology.
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9. Let Students Drive
If you've got the tech tools, put them in kids' hands. In Lowe's class, students use Flip cameras to film each other doing oral book reports, then critique both the presentation and the videography
- AirLiners
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10. Share the Work of Creating Differentiated Lessons
To ease the burden of planning lessons for students at diverse levels, Forest Lake teachers often divide up this task.
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Tech-Fueled Differentiated Instruction Engages Elementary School Students | Edutopia
- I think many, many years ago students who were in teacher-education programs learned how to kind of teach down the middle and do a little here and a little there. Well, we know that that's not right for children, and there's no such thing as a regular classroom
- We try to go where they are and take them as far as we can.
- Everybody's showing their learning in a way that is comfortable to them. They're learning the subject matter that we assign, but they're expressing it in different ways.
- use the technology and we maximize it, and the only way to do that is to constantly train and to constantly think ahead…
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Assistive Technology to Meet K–12 Needs
- Individuals with Disabilities Education Act Amendments of 1997 defines assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (IDEA, 1997, 20, USC, Ch. 33, Sec. 1401 [25] US).
- Assistive Technology for Vision: Aids students who are blind or have low vision.
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- Eyeglasses
- Large-print books
- Books on tape
- Magnifying glass
- Slate and Braille stylus
- Stencil
- Tape recorder
- Cassettes
- Stereo headphones
- Lighting contrasts
- Adapted paper (e.g., raised surfaces, highlighted lines, various colors, sizes)
- Pen lights
- Calculator with large keys or large display
- Talking calculators
- Self-sticking notes (such as Post-It� notes)
- Highlighters
- Color-blind aides
- Braille writer (to take notes, store information, print in various formats)
- Braille translation software (translates inputted text that can be Brailled)
- Braille printer
- Computer with speech output or feedback
- Operating system special-accessibility options (screen enlargement, adjustment of keyboard, sound, display, mouse)
- Closed-circuit television
- Computer-screen magnifiers
- Letter- or word-magnification software
- Glare-reduction screens
- Talking electronic dictionary, thesaurus, spell checker
- Video magnifiers
- Voice-output screen-reading software
- Voice amplification or voice projector
- Screen readers
- Assistive Technology for Communication: Aids students who have difficulty in communicating effectively (i.e., they are unintelligible, have no or very little verbal skills, or have limited language proficiency).
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- Pictures, photographs, objects
- Communication boards
- Communication books
- Eye-gaze or eye-pointing systems
- Simple voice-output devices
- Word cards or word manipulatives
- Word window
- Writing guides
- Voice-output devices with levels
- Voice output with icon sequencing
- Communication software (allows for communication boards and visual displays)
- Augmentative communication devices (visual display, printed or speech output)
- Dedicated augmentative communication system
- Text-to-voice and voice-to-text software
- Talking word processing with writing support
- Word prediction, abbreviation, or expansion options to reduce keystrokes
- Software that allows communication via pictures and symbols
- Head-pointing devices
- Touch screens
- Translating devices: voice language (e.g., English) to output different voice language (e.g., Spanish)
- Electronic and software dictionaries
- Assistive Technology for Access: Aids students who have difficulties in accessing communication, learning tools, or engaging in classroom or home activities.
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- Adapted common tools (e.g., big pencils)
- A roller-ball (or tracker-ball) pointing device with a separate button for clicking
- Adapted handles (e.g., pencil grips)
- Scotch� tape to hold paper in place, Velcro�, slant borders
- Adapted book-page turners or fluffers
- Adapted paper (different sizes)
- Built-up stylus
- T-bar to assist with typing
- Switches
- Head pointers
- Joysticks
- Adapted mouse
- Typewriter
- A mouth stick to press keys on the keyboard
- Foot pedals or hardware switches instead of a mouse to operate a technology device
- Arm support
- Slant board
- Tilt board
- Book holders
- Key guards
- Onscreen keyboards
- Touch-sensitive colored lights
- Voice input or output devices
- Voice-recognition software (turns the spoken word into the typed word)
- Eye-controlled computer-input devices
- Computer-access modification software or hardware
- Touch window
- Portable word processor
- Word-completion utilities
- Adaptive switches (primary mouse)
- Alternative keyboards (e.g., keyboards with easy access, touch keyboards)
- Keyboards with accessibility options to input or encode text
- Assistive Technology for Hearing: Aids students who are deaf or hard-of-hearing.
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- Hearing aids
- Signaling devices
- Vibrotactile switch
- Pictures, photographs, objects
- Communication boards
- Assistive listening devices (e.g., amplified phone system)
- Phonic ear
- Headphones (to keep the listener focused, adjust sound, etc.)
- FM amplification systems (e.g., auditory trainer)
- TDD/TTY for phone service
- Closed-captioning television
- Real-time captioning
- CD-based (text)books, electronic books
- Audio-voice amplification device for teachers
- Telecaption decoders
- Vibrotactile systems
- Assistive Technology for Learning and Studying: Aids students with high-incidence disabilities (learning, behavior, or cognitive disabilities) to increase, maintain, or improve their functional capabilities.
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- Highlighting tape
- Post-It notes
- Picture schedule
- Written schedule
- Social stories
- Written or picture-supported directions
- Aids to help find materials (e.g., color tabs)
- Editing devices: correction fluid (such as Liquid Paper� or Wite Out�) correction tape, correction pen, highlight tape
- Sentence windows
- Graphic organizers to visually help in developing and structuring ideas
- Single-word scanners (reading pens) or hand held scanners
- Portable word processors
- Talking word processors
- Hand held computers
- Voice-recognition products
- Software for organizing ideas and studying
- Electronic organizers or reminders
- Word-prediction software (assists in spelling and sentence construction)
- Multimedia software for production of ideas (e.g., PowerPoint®)
- Talking electronic device or software to pronounce challenging words
- Graphic organizer software
- Software for concept development, manipulation of objects, math computations
- Portable word processor to keyboard instead of write
- Closed-captioning television
- Text-reading software
- Tactile or voice-output measuring devices
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Big Thinkers: Howard Gardner on Multiple Intelligences | Edutopia
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- first of all people have to see examples of places which are like their own places where the new kind of education really works, where students are learning deeply, where they can exhibit their knowledge publicly, and where everybody who looks at the kids says, "That's the kind of kids I want to have."Second of all, we need to have the individuals who are involved in education, primarily teachers and administrators, believe in this, really want to do it, and get the kind of help that they need in order to be able to switch, so to speak, from a teacher-centered, "Let's stuff it into the kid's mind" kind of education, to one where the preparation is behind the scenes and the child himself or herself is at the center of learning.Third of all, I think we need to have assessment schemes which really convince everybody that this kind of education is working. It does no good to have child-centered learning and then have the same old multiple choice tests which were used 50 or 100 years ago.
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- if their was only one type of intelligences, then we can teach all the same way. This is not the case. Should not pick out one type of mind. present material to a child in a way that they find interesting and it a way that is comfortable to the child. are we reaching every child?we teach way too many subjects and way to much depth. Schools should focus on a few priorities. highlight for kids what they will be accountable from day one. Give them feedback early and often. assessment shouldn't be something that is done to you, it should be something where you are the most active agent. we can't do anything new because it might fail.
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- Adaptive or Assistive Technologies (ATs) are technologies which help bridge the gap between the abilities that a user must possess and the abilities that a user currently has
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- ATs assist differently abled individuals to complete tasks they may not otherwise be able to accomplish.
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- believes that an education that treats everyone the same is only teaching to one type of learner.
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- One of the roles of the technology integrator within the classroom is to assist the teacher in identifying the various strengths of all students and help provide learning opportunities that best fit their needs. The technology integrator may be asked to help students locate alternate methods for assignment completion.
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Monday, September 29, 2014
Technology Teacher 09/30/2014
Tuesday, September 23, 2014
Technology Teacher 09/24/2014
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World Affairs Counicl Digital Tools Google for the Educator
Lecture - Google in the digital AgeThink Global 2014 March 7th. World Affairs competition. Google Earth-gives the ability to look at earlier dates as the pictures are timelined.-can see earth at night in the maps.google.com/gallery-students can create their own maps-Constitute-worlds constitutions to read, search and compare-constituteproject.org-allows you to be able to review constitutions in the worldConnected Classrooms-connectedclassrooms.withgoogle.com-hangout needs to be enabled for GAFEGoogle Cultural Institute-Google Cultural Institute-https://www.google.com/culturalinstitute/Youtube-https://www.youtube.com/user/teachers-videos for teachersGoogle Online Safety Center-start conversations to be safe online.-
- 1 - post by Haofei Wang
Sunday, September 21, 2014
Technology Teacher 09/22/2014
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- a portfolio is a purposeful , reflective collection of work. -2 types showcase and developmental-the binding element is student reflection.
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-evolution of the folio journal and notebooks binders and file cabinets databases and cd/dvds websites and html.-documentation, presentation, calibration - stages of portfolio-assessment of learning and assessments for learning - balanced assessment
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Portfolios (Authentic Assessment Toolbox)
-a portfolio contains a purposefully selected subset of student work. "Purposefully" selecting student work means deciding what type of story you want the portfolio to tell. -the portfolio would likely contain samples that best exemplify the student's current ability to apply relevant knowledge and skills. -Some suggest that portfolios are not really assessments at all because they are just collections of previously completed assessments. -Students in these disciplines are performing authentic tasks which capture meaningful application of knowledge and skills. - students are asked to reflect on their work, to engage in self-assessment and goal-setting. Those are two of the most authentic skills students need to develop to successfully manage in the real world. -Research has found that students in classes that emphasize improvement, progress, effort and the process of learning rather than grades and normative performance are more likely to use a variety of learning strategies and have a more positive attitude toward learning. -Students are not regularly asked to examine how they succeeded or failed or improved on a task or to set goals for future work; the final product and evaluation of it receives the bulk of the attention in many classrooms. -Portfolios provide an excellent vehicle for consideration of process and the development of related skills. -The growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes the products of learning. - 1. Purpose: What is the purpose(s) of the portfolio? 2. Audience: For what audience(s) will the portfolio be created? 3. Content: What samples of student work will be included? 4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing) will be engaged in during the development of the portfolio? 5. Management: How will time and materials be managed in the development of the portfolio? 6. Communication: How and when will the portfolio be shared with pertinent audiences? 7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated? -the purposes for the portfolio should guide the development of it, the selection of audiences should shape its construction - A good method for checking whether a portfolio serves the anticipated audiences is to imagine different members of those audiences viewing the portfolio. - the processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking. As a result, the products or outcomes are not as good as we or the students would like because they are often unsure how to get started, how to self-diagnose or self-correct or how to determine when a piece of work is "finished." -identifying the purpose(s) for the portfolio should drive the selection process -However, it is important to remember there are no hard rules about portfolios. Anything can be included in a portfolio. Anyone can be involved in the processes of selection, reflection and evaluation of a portfolio. - As Paulson, Paulson and Meyer (1991) stated, "The portfolio is something that is done by the student, not to the student." -Many educators who work with portfolios consider the reflection component the most critical element of a good portfolio. -reflection prompts: http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm#reflection - Developing good reflective skills requires instruction and modeling, lots of practice, feedback and reflection. -By the nature of the purposes of portfolios -- to show growth, to showcase excellence -- portfolios are meant to be shared. -Evaluation refers to the act of making a judgment about something. Grading takes that process one step further by assigning a grade to that judgment. -rubric sample: http://www.slvhs.slv.k12.ca.us/srportfolio/rubric.htm -Rubric Sample: https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html -Step 1. Depending on the age of your students and other considerations, have students select two pieces of their work over the course of a quarter (or three or four over a semester). Decide (with your students or without) upon one or more criteria by which the selection will be guided (e.g., their best work). To limit management time, don't wait for the end of the quarter for students to make those selections. Otherwise, all their work will have to be collected along the way. Instead, if you want to keep it simple, tell your students ahead of time that they will be selecting two or more pieces matching certain criteria, and that you will ask them to do it at the point each sample is completed. Step 2. At the time a student selects a sample to be included in his portfolio, require the student to complete a brief reflection sheet and attach it to the sample. Step 3. Depending on the age of your students, ask your student to save that sample and the attached reflection sheet until the end of the quarter or semester, or collect it and store it yourself at that point. Step 4. At the end of the quarter or semester, ask your students to reflect upon the samples one additional time by describing what they liked best about their work, or by identifying strengths and weaknesses, or by setting one or two goals for the future.
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Googlios: A 21st – Century Approach to Teaching, Learning, & Assessment | K12 Online Conference
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-A portfolio is a collection of work. A student portfolio will often demonstrate a student's progression through objectives and level of understanding within an objective through collecting student work at various stages of the learning process as artifacts of learning. - traveling ePortfolio that demonstrates student work through the grades and is considered a year-long collection of work demonstrating competencies at each grade level. -administrators may want to see a traveling ePortfolio that moves with the student; in the individual classrooms, each teacher may incorporate some form of a portfolio system for use as common assessments. -administrators may want to see a traveling ePortfolio that moves with the student; in the individual classrooms, each teacher may incorporate some form of a portfolio system for use as common assessments. -As students begin taking ownership of their learning, they select the evidence. - The teacher is showing an interest in a student's work that goes beyond the classroom—possibly even beyond the K-12 experience—and allows students to see what their strengths and passions are
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