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15 Sites for Differentiated InstructionBy David Kapuler 11 days ago T&L Advisor Blog
Differentiation, the ability for teachers to meet the needs of a variety of learners, is a key component for successful teaching.
"Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability." Wikipedia Differentiation, the ability for teachers to meet the needs of a variety of learners, is a key component for successful teaching. While there are lots of ways this can be done and lots of tools that educators can use to accomplish this, there are many sites that can help facilitate the process.
*This list is in alphabetical order
1. Actively Learn - Lets users make any reading material "their" own by adding questions, annotation, and collaboration which helps educators differentiate their instruction
2. Answer Pad - A wonderful student response system and assessment tool that lets teachers turn their classroom paperless. Also, the "Go Interactive" features allows teachers to collaborate with students in real-time and gauge student understanding to differentiate instruction.
3. BoomWriter - An excellent innovative site that allows students engage their creativity by completing chapters of a book/story and then having other students vote on which one should be included in the finished product. Once a book/story is completed a trade paperback copy can be ordered turning students into published writers. BoomWriter's toolkit contains standard based rubrics, that allows for online grading, and real-time assessment so educators to differentiate instruction.
4. Buncee - A fantastic digital canvas for creating presentations or digital stories that can be embedded into a site/blog. Also, this is a great way to "flip a classroom" and with Buncee Classroom teachers can assign quizzes, track/monitor students, and differentiate instruction.
5. edcite - A great site for teachers to create digital assignments, quizzes, and more. Best of all, edcite can automatically grade student responses in real-time and generate detailed reports allowing educators to differentiate instruction.
6. Edji- A cool new learning tool that lets students interact with online texts through highlighting, annotation, comments, and even emojis. The detailed "heat map" lets educators gauge student understanding and differentiate instruction.
7. EDpuzzle - Probably the world's most popular site for flipping a classroom or lesson by adding questions to a video and then assessing student's answers to differentiate instruction.
8. Hippo Video - An excellent web tool for students/educators to create stunning digital videos. Teachers use these videos to introduce a subject, create a screencast, and even gauge student understanding to differentiate instruction.
9. IXL - One of the most popular sites around for Math that allows for student tracking with detailed reporting. Also, with the ability to track student "trouble" areas a teacher can adjust their teaching (differentiation) to help meet the needs of their students.
10. Night Zookeeper - An interesting new site where to help student's with their Writing skills through interactive lessons and competitions. The educational portal allows educators to track their students and differentiate instruction.
11. Otus - An excellent one-to-one learning management solution as well as mobile learning environment where educators easily differentiate instruction with Otus's detailed real-time analytics.
12. Pear Deck - A wonderful educational tool that lets educators create quizzes, slides, or presentations. Once the "decks" are created students can respond via their mobile devices. Teachers can the assess student understanding and differentiate instruction in real-time.
13. Power My Learning - A great way for educators to differentiate instruction by customizing the learning experience for students using Power My Learning.
14. Quizster - An innovative site/app for grading/assessing students work that is submitted to them via photos. Teachers can then annotate, comment, and grade in real-time helping them differentiate instruction.
15. ZooWhiz - A fantastic site aligned to educational curriculums in a wide variety of subjects (Math, Grammar, Vocab, etc.). ZW offers details progress reports that helps assess students learning needs.
Game Based Learning to Differentiate Instruction
*Badaboom - A easy way for educators to create learning games to assess and differentiate their instruction
*Kahoot - One of the most popular tools around to "Gamify" a classroom and differentiate instruction.
Click here for a great article on differentiated Instruction.
cross posted at cyber-kap.blogspot.com
David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at [email protected] and read his blog at cyber-kap.blogspot.com.
Differentiation, the ability for teachers to meet the needs of a variety of learners, is a key component for successful teaching.
"Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability." Wikipedia Differentiation, the ability for teachers to meet the needs of a variety of learners, is a key component for successful teaching. While there are lots of ways this can be done and lots of tools that educators can use to accomplish this, there are many sites that can help facilitate the process.
*This list is in alphabetical order
1. Actively Learn - Lets users make any reading material "their" own by adding questions, annotation, and collaboration which helps educators differentiate their instruction
2. Answer Pad - A wonderful student response system and assessment tool that lets teachers turn their classroom paperless. Also, the "Go Interactive" features allows teachers to collaborate with students in real-time and gauge student understanding to differentiate instruction.
3. BoomWriter - An excellent innovative site that allows students engage their creativity by completing chapters of a book/story and then having other students vote on which one should be included in the finished product. Once a book/story is completed a trade paperback copy can be ordered turning students into published writers. BoomWriter's toolkit contains standard based rubrics, that allows for online grading, and real-time assessment so educators to differentiate instruction.
4. Buncee - A fantastic digital canvas for creating presentations or digital stories that can be embedded into a site/blog. Also, this is a great way to "flip a classroom" and with Buncee Classroom teachers can assign quizzes, track/monitor students, and differentiate instruction.
5. edcite - A great site for teachers to create digital assignments, quizzes, and more. Best of all, edcite can automatically grade student responses in real-time and generate detailed reports allowing educators to differentiate instruction.
6. Edji- A cool new learning tool that lets students interact with online texts through highlighting, annotation, comments, and even emojis. The detailed "heat map" lets educators gauge student understanding and differentiate instruction.
7. EDpuzzle - Probably the world's most popular site for flipping a classroom or lesson by adding questions to a video and then assessing student's answers to differentiate instruction.
8. Hippo Video - An excellent web tool for students/educators to create stunning digital videos. Teachers use these videos to introduce a subject, create a screencast, and even gauge student understanding to differentiate instruction.
9. IXL - One of the most popular sites around for Math that allows for student tracking with detailed reporting. Also, with the ability to track student "trouble" areas a teacher can adjust their teaching (differentiation) to help meet the needs of their students.
10. Night Zookeeper - An interesting new site where to help student's with their Writing skills through interactive lessons and competitions. The educational portal allows educators to track their students and differentiate instruction.
11. Otus - An excellent one-to-one learning management solution as well as mobile learning environment where educators easily differentiate instruction with Otus's detailed real-time analytics.
12. Pear Deck - A wonderful educational tool that lets educators create quizzes, slides, or presentations. Once the "decks" are created students can respond via their mobile devices. Teachers can the assess student understanding and differentiate instruction in real-time.
13. Power My Learning - A great way for educators to differentiate instruction by customizing the learning experience for students using Power My Learning.
14. Quizster - An innovative site/app for grading/assessing students work that is submitted to them via photos. Teachers can then annotate, comment, and grade in real-time helping them differentiate instruction.
15. ZooWhiz - A fantastic site aligned to educational curriculums in a wide variety of subjects (Math, Grammar, Vocab, etc.). ZW offers details progress reports that helps assess students learning needs.
Game Based Learning to Differentiate Instruction
*Badaboom - A easy way for educators to create learning games to assess and differentiate their instruction
*Kahoot - One of the most popular tools around to "Gamify" a classroom and differentiate instruction.
Click here for a great article on differentiated Instruction.
cross posted at cyber-kap.blogspot.com
David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at [email protected] and read his blog at cyber-kap.blogspot.com.
What is Differentiation?
Simply stated, differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. Although it might seem like a daunting task, designing and applying a variety of strategies within one classroom can be done at a variety of levels. Teachers can differentiate instruction with an individual student, within a small group, or with a whole class. Differentiating does not mean providing separate, unrelated activities for each student but does mean providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea (Good, 2006).
How to Start
Four planning steps set the stage for effective differentiated instruction. First, teachers must have a thorough understanding of the academic content or skill they want their students to learn. Second, they must determine how much their students already know—and what they do not know—about that content. Then they must decide which instructional methods and materials will most successfully address those needs and, finally, design ways to adequately assess student mastery of what is taught. Taking stock of student knowledge and understanding is a key first component of successful differentiation. While end-of-year tests provide some information that can help differentiate instruction, regularly used, classroom-based assessments are much more effective in achieving this purpose. These assessments help teachers accurately measure their students’ academic strengths, weaknesses, and interests on a day-to-day basis and provide a roadmap for next steps in instruction. An initial skills assessment can be conducted at the beginning of the school year, but teachers also should gauge student knowledge and needs before introducing a new concept, starting a new unit, or when developing lessons to review or expand on topics already covered. These assessments can be formal, such as diagnostic tests that evaluate specific skill levels, individual student performance notebooks in which teachers keep track of objectives or skills the student has or has not mastered, or student surveys and questionnaires that determine interests and preferences. But skills assessments also can be informal. Teachers can review existing student work such as writing samples or test results, conduct conferences with students, or observe them to get a sense of their current skill level. (See The Center’s December 2006 newsletter, Using Classroom Assessment to Improve Teaching, at http://www.centerforcsri.org/files/TheCenter_NL_Dec06.pdf for more information.) Formal or informal, the key to the successful use of these assessments is keeping track of the findings and using them to design instructional strategies tailored for the individual student.
Vary Materials
Author Joyce Van Tassel-Baska (2003) suggests that the selection of materials for use in the classroom is a crucial next step to effective differentiated instruction. For instance, students in a third-grade class might be learning how to determine main ideas as a part of the language arts curriculum. A variety of materials can be used to support instruction in that concept, including the following:
Vary Process
When teachers differentiate instruction, they vary not only the materials students use but also the way students interact with them. Varying instructional activities allows all students to learn the same concepts and skills with varied levels of “support, challenge, or complexity” (Tomlinson, 2000, p. 2). And differentiating does not mean teaching students one by one. Good (2006) suggests that teachers plan “several activity options, not one for each student. Instead of generating isolated tasks, on any given day the teacher may work with the whole class, small groups, individual students, or a combination of all three” (p. 14). When introducing new content, for example, the teacher might address all students but make use of graphs, pictures, or artifacts in addition to lecturing. At another time, teachers might ask most students to work in pairs or independently while they assist a small group of students, using questioning that encourages critical thinking or assesses the students’ level of understanding. For literature instruction, small groups can be arranged by achievement level, but they also can be grouped by a common interest in the subject matter even if materials at varying reading levels are used (Willis & Mann, 2000). Teachers can differentiate even in their one-to-one work with students, teaching the same concept but using an interview with one student and flashcards with another. As always, the keys to choosing the “right” strategies are capitalizing on student strengths and possessing a clear understanding of students’ current academic needs.
Vary Assessment
Teachers who effectively reach all of their students stay focused on teaching challenging academic content but vary the materials and strategies they use. They also give students options when it comes to demonstrating their mastery of that content, and these options allow for another form of differentiation. Teachers might vary the length of time a student has to complete a task or allow a written essay rather than an oral presentation. Making use of rubrics—guides that identify the criteria for demonstrating mastery of assigned work—can empower students to choose how they will show what they know and also provide them with a way to assess the quality of their own work. Willis and Mann provide concrete examples of how to differentiate the means by which students demonstrate mastery, from creating a newsletter in which students write stories on a topic of their choice to staging a mock trial to demonstrate their understanding of the concept “beyond reasonable doubt.”
Conclusion
Differentiating instruction alone will not automatically improve student performance. Tomlinson (2000) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, well-designed activities that address the needs and interests of students, active learning, and student satisfaction with the lesson. Tomlinson (1999) also notes that moving from traditional instruction to this approach takes time and recommends that teachers introduce differentiation strategies gradually. Schools and districts can support teachers in learning these new skills by designing professional development activities that “provide clear models for…differentiated instruction in action” (p. 115). The consistent, effective use of differentiated instruction also requires considerable amounts of practice and feedback. To increase their repertoire of skills, general education teachers also can consult with colleagues with specialized training in differentiation, such as special education teachers and teachers of gifted students. Keck and Kinney assert that once teachers learn the needs of their students and incorporate strategies to meet those needs into their instruction, differentiation ensures “equity in the learning process” (2005, p. 15). Although it requires attention, skill, and commitment to its use, differentiated instruction is a practical and attainable method of facilitating learning and academic growth in all students.
References
Good, M. E. (2006). Differentiated instruction: Principles and techniques for the elementary grades. San Rafael, CA: School of Business, Education, and Leadership at Dominican University of California. Retrieved January 18, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/33/17/b4.pdf Keck, S., & Kinney S. C. (2005, September). Creating a differentiated classroom. Learning and Leading with Technology, 33(1), 12–15. Retrieved January 18, 2007, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2f/31/de.pdf Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2000, August). Differentiation of instruction in the elementary grades. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED443572). Retrieved January 18, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/30/ef.pdf Van Tassel-Baska, J. (2003, January). Differentiating the language arts for high ability learners, K–8. ERIC Digest. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Document No. ED 474306). Retrieved January 18, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/38/f4.pdf Willis, S., & Mann, L. (2000, Winter). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved January 18, 2007, from http://www.ascd.org/ed_topics/cu2000win_willis.html
Article from: www.education.com
Simply stated, differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. Although it might seem like a daunting task, designing and applying a variety of strategies within one classroom can be done at a variety of levels. Teachers can differentiate instruction with an individual student, within a small group, or with a whole class. Differentiating does not mean providing separate, unrelated activities for each student but does mean providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea (Good, 2006).
How to Start
Four planning steps set the stage for effective differentiated instruction. First, teachers must have a thorough understanding of the academic content or skill they want their students to learn. Second, they must determine how much their students already know—and what they do not know—about that content. Then they must decide which instructional methods and materials will most successfully address those needs and, finally, design ways to adequately assess student mastery of what is taught. Taking stock of student knowledge and understanding is a key first component of successful differentiation. While end-of-year tests provide some information that can help differentiate instruction, regularly used, classroom-based assessments are much more effective in achieving this purpose. These assessments help teachers accurately measure their students’ academic strengths, weaknesses, and interests on a day-to-day basis and provide a roadmap for next steps in instruction. An initial skills assessment can be conducted at the beginning of the school year, but teachers also should gauge student knowledge and needs before introducing a new concept, starting a new unit, or when developing lessons to review or expand on topics already covered. These assessments can be formal, such as diagnostic tests that evaluate specific skill levels, individual student performance notebooks in which teachers keep track of objectives or skills the student has or has not mastered, or student surveys and questionnaires that determine interests and preferences. But skills assessments also can be informal. Teachers can review existing student work such as writing samples or test results, conduct conferences with students, or observe them to get a sense of their current skill level. (See The Center’s December 2006 newsletter, Using Classroom Assessment to Improve Teaching, at http://www.centerforcsri.org/files/TheCenter_NL_Dec06.pdf for more information.) Formal or informal, the key to the successful use of these assessments is keeping track of the findings and using them to design instructional strategies tailored for the individual student.
Vary Materials
Author Joyce Van Tassel-Baska (2003) suggests that the selection of materials for use in the classroom is a crucial next step to effective differentiated instruction. For instance, students in a third-grade class might be learning how to determine main ideas as a part of the language arts curriculum. A variety of materials can be used to support instruction in that concept, including the following:
-
- Nonfiction and fiction, written at a variety of reading levels. For struggling readers, the text might be accompanied by a spoken version. The use of leveled materials challenges accomplished readers but does not intimidate students who are less skilled.
-
- Pictures that invite students to identify the visual “main idea.”
-
- Video clips.
- Newspaper or magazine articles that reflect student interests or cultural backgrounds.
Vary Process
When teachers differentiate instruction, they vary not only the materials students use but also the way students interact with them. Varying instructional activities allows all students to learn the same concepts and skills with varied levels of “support, challenge, or complexity” (Tomlinson, 2000, p. 2). And differentiating does not mean teaching students one by one. Good (2006) suggests that teachers plan “several activity options, not one for each student. Instead of generating isolated tasks, on any given day the teacher may work with the whole class, small groups, individual students, or a combination of all three” (p. 14). When introducing new content, for example, the teacher might address all students but make use of graphs, pictures, or artifacts in addition to lecturing. At another time, teachers might ask most students to work in pairs or independently while they assist a small group of students, using questioning that encourages critical thinking or assesses the students’ level of understanding. For literature instruction, small groups can be arranged by achievement level, but they also can be grouped by a common interest in the subject matter even if materials at varying reading levels are used (Willis & Mann, 2000). Teachers can differentiate even in their one-to-one work with students, teaching the same concept but using an interview with one student and flashcards with another. As always, the keys to choosing the “right” strategies are capitalizing on student strengths and possessing a clear understanding of students’ current academic needs.
Vary Assessment
Teachers who effectively reach all of their students stay focused on teaching challenging academic content but vary the materials and strategies they use. They also give students options when it comes to demonstrating their mastery of that content, and these options allow for another form of differentiation. Teachers might vary the length of time a student has to complete a task or allow a written essay rather than an oral presentation. Making use of rubrics—guides that identify the criteria for demonstrating mastery of assigned work—can empower students to choose how they will show what they know and also provide them with a way to assess the quality of their own work. Willis and Mann provide concrete examples of how to differentiate the means by which students demonstrate mastery, from creating a newsletter in which students write stories on a topic of their choice to staging a mock trial to demonstrate their understanding of the concept “beyond reasonable doubt.”
Conclusion
Differentiating instruction alone will not automatically improve student performance. Tomlinson (2000) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, well-designed activities that address the needs and interests of students, active learning, and student satisfaction with the lesson. Tomlinson (1999) also notes that moving from traditional instruction to this approach takes time and recommends that teachers introduce differentiation strategies gradually. Schools and districts can support teachers in learning these new skills by designing professional development activities that “provide clear models for…differentiated instruction in action” (p. 115). The consistent, effective use of differentiated instruction also requires considerable amounts of practice and feedback. To increase their repertoire of skills, general education teachers also can consult with colleagues with specialized training in differentiation, such as special education teachers and teachers of gifted students. Keck and Kinney assert that once teachers learn the needs of their students and incorporate strategies to meet those needs into their instruction, differentiation ensures “equity in the learning process” (2005, p. 15). Although it requires attention, skill, and commitment to its use, differentiated instruction is a practical and attainable method of facilitating learning and academic growth in all students.
References
Good, M. E. (2006). Differentiated instruction: Principles and techniques for the elementary grades. San Rafael, CA: School of Business, Education, and Leadership at Dominican University of California. Retrieved January 18, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/33/17/b4.pdf Keck, S., & Kinney S. C. (2005, September). Creating a differentiated classroom. Learning and Leading with Technology, 33(1), 12–15. Retrieved January 18, 2007, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2f/31/de.pdf Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2000, August). Differentiation of instruction in the elementary grades. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED443572). Retrieved January 18, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/30/ef.pdf Van Tassel-Baska, J. (2003, January). Differentiating the language arts for high ability learners, K–8. ERIC Digest. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Document No. ED 474306). Retrieved January 18, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/38/f4.pdf Willis, S., & Mann, L. (2000, Winter). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved January 18, 2007, from http://www.ascd.org/ed_topics/cu2000win_willis.html
Article from: www.education.com
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10 Sites for Differentiated Instruction August 8, 2013 By: David Kapuler
Differentiation, the ability for teachers to meet the needs of a variety of learners, is a key component for successful teaching. While there are lots of ways this can be done and lots of tools that educators can use to accomplish this, there are many sites that can help facilitate the process. This list is in alphabetical order.
Aug 7 Written by:
8/7/2013 6:33 PM ShareThis
David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at [email protected] and read his blog at cyber-kap.blogspot.com
10 Sites for Differentiated Instruction August 8, 2013 By: David Kapuler
Differentiation, the ability for teachers to meet the needs of a variety of learners, is a key component for successful teaching. While there are lots of ways this can be done and lots of tools that educators can use to accomplish this, there are many sites that can help facilitate the process. This list is in alphabetical order.
Aug 7 Written by:
8/7/2013 6:33 PM ShareThis
- BrainNook - A wonderful site/apps for Math and Language Arts that generates detailed common-core aligned reports allowing educators to set assignments targeting students weak areas or areas for improvement.
- Clever Island - A fantastic site that covers a wide range of subjects: Math, Reading, Science, etc. Also, CI is geared for students to learn at their own pace as well adapt to children's different learning styles.
- Gummii - An innovative site (private alpha)/app for different areas of Math (fractions, addition, subtraction). Gummi immerses students into a educational 3D world (similar to Minecraft) where they solve mathematical equations tailored to differentiated instruction.
- Infuse Learning - A terrific site/app that enables educators to create an educational environment tailored to meet the different needs of their students. Also, IL has seamless integration with BYOD and mobile learning.
- IXL - One of the most popular sites around for Math that allows for student tracking with detailed reporting. Also, with the ability to track student "trouble" areas a teacher can adjust their teaching (differentiation) to help meet the needs of their students.
- No Red Ink - One of my favorite sites for helping students with Grammar and Writing skills. NRI uses differentiated instruction to help students with problem areas and adjust accordingly. Also, teachers can track students and generate detailed reports.
- Power My Learning - A great way for educators to differentiate instruction by customizing the learning experience for students using Power My Learning.
- TenMarks - A common core aligned program for Math (grades 1st-10th) that uses differentiated instruction to help students learn.
- ZooWhiz - A fantastic site aligned to educational curriculums in a wide variety of subjects (Math, Grammar, Vocab, etc.). ZW offers details progress reports that helps assess students learning needs.
- Zondle - A great site that interacts with Edmodo where educators can create educational games for individual or whole-class learning.
David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at [email protected] and read his blog at cyber-kap.blogspot.com
Want to see a great website from the guru on differentiated instruction? Click on the button below to view her website and learn a little bit about this interesting, innovative person. Her website includes a biography, books, articles, presentations, and other resources that will assist you in planning differentiation in your classroom.
The above flip-book by John Lester is a must have for help in differentiation....and it's a bargain at $9.95. You can order by going to the Pieces of Learning website www.piecesoflearning.com
differentiating_instruction_for_gifted_learners.pdf | |
File Size: | 402 kb |
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For differentiation geared towards various technology, see the following websites: http://differentiatewithtechnology.weebly.com
Edutopia has a whole page with resources and downloads for Differentiated Instruction. Click on the picture below:
ODE Javits has a great wealth of information for teachers. Below are just a few PDFs of various Power Points to assist you.
differentiated_strategies-tiered.pdf | |
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differentiated_anchor_activities.pdf | |
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differentiating_-_explaining_compacting.pdf | |
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differentiation_-_blooms.pdf | |
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differentiation_-_interest_inventories.pdf | |
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differentiation_-_tic-tac-toe.pdf | |
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teacher_module-differentiation.pdf | |
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differentiation_-_learning_contracts.pdf | |
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differentiation_-_concept_map.pdf | |
File Size: | 321 kb |
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differentiation_-_then_and_now.pdf | |
File Size: | 87 kb |
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Excellent Books on Differentiation!
differentiation_for_gifted_students.pdf | |
File Size: | 48 kb |
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annotated_bibliography_and_theory_of_gifted.pdf | |
File Size: | 319 kb |
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research_that_supports_differentiation.pdf | |
File Size: | 301 kb |
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5_minutes_left._what_do_i_do.pdf | |
File Size: | 418 kb |
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NEWSELA
Newsela is an innovative way for students to build reading comprehension with nonfiction that's always relevant: daily news. It's easy and amazing. Register now or learn more about the impact Newsela can have on your classroom.
Newsela is an innovative way for students to build reading comprehension with nonfiction that's always relevant: daily news. It's easy and amazing. Register now or learn more about the impact Newsela can have on your classroom.
AdaptedMind
A better way to learn math - has diagnostic reports/lessons/quizzes
LearnZillion
Exceptional preparation for the Common Core
Thousands of resources to explain the standards and equip students for success
A better way to learn math - has diagnostic reports/lessons/quizzes
LearnZillion
Exceptional preparation for the Common Core
Thousands of resources to explain the standards and equip students for success
- Discover Resources. Help Your Students. Save Time!
- Free - for a Basic Classroom
- Discover web resources from teachers just like you.
- ✓ Save websites to your own unique class page.
- ✓ Add your own new resources for easy student access.
ABCya.com is the leader in free educational kids computer games and activities for elementary students to learn on the web. All children's educational computer activities were created or approved by certified school teachers. All educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn.
Grade level lessons incorporate areas such as math and language arts while introducing basic computer skills. Many of the kindergarten and first grade activities are equipped with sound to enhance understanding. Fun children's Holiday activities are available in grade level sections!
Apple, The New York Times, Disney Family Fun Magazine and Fox News have featured ABCya.com’s award-winning games and apps.
Grade level lessons incorporate areas such as math and language arts while introducing basic computer skills. Many of the kindergarten and first grade activities are equipped with sound to enhance understanding. Fun children's Holiday activities are available in grade level sections!
Apple, The New York Times, Disney Family Fun Magazine and Fox News have featured ABCya.com’s award-winning games and apps.
Lymboo Math — the most comprehensive, structured, and effective online math program. » Rich K–5 curriculum – beyond Common Core Standards
» Individualized, adaptive, and dynamic
» Practice structure promotes mastery & retention
» Self-paced program develops independent learning skills
» Individualized, adaptive, and dynamic
» Practice structure promotes mastery & retention
» Self-paced program develops independent learning skills
Kahoot! is a classroom response system which creates an engaging learning space, through a game-based digital pedagogy. Kahoot! is an easy-to-use blended learning ...Tutorials, stories and news from Kahoot!, an easy-to-use, game-based, blended learning & classroom engagement tool for schools, universities & businesses.
GERD Lesson Plans for Differentiating a Lesson Using Various Resources given at April Meeting
lesson_plans_-_gerd.pdf | |
File Size: | 299 kb |
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