Technology Empowers Differentiated Instruction
ISTE webinar offers new strategies for ensuring that all students learn by tailoring instruction to their abilities, needs, and interests
Although many educators realize technology's enormous potential to help them differentiate their instruction so that all students can learn, regardless of students' needs, abilities, or learning styles, it might be hard for them to find concrete applications of this approach to emulate in their classrooms. But in a Jan. 28 webinar from the International Society for Technology in Education (ISTE), experts provided several examples of classroom projects that can help all students learn while keeping them engaged.
The webinar, titled "Differentiated Instruction + Tech = Powerful Learning," was presented by Grace Smith and Stephanie Throne--authors of the book Differentiating Instruction with Technology in K-5 Classrooms and the soon-to-be-published Differentiating Instruction with Technology in Middle School Classrooms. Both authors are former educators.
Smith and Throne described differentiated instruction (DI) as a strategy that is centered on the belief that students learn in many different ways. They also said DI is a collection of best practices from gifted, traditional, and special education. "Some educators think it's a new model, but it isn't," said Throne.
Both presenters agreed that DI is student-centered, offers multiple paths to learning, and is grounded in assessment practices. They also cited research that shows students are more successful in school and find it more satisfying when they are taught in ways that are responsive to their readiness levels, interests, and learning profiles.
According to the presenters, teachers can differentiate four elements of instruction: content, process, product, and learning environment. They also can differentiate instruction based on student traits, such as readiness, learning profile, interest, and affect.
Finally, educators can differentiate instruction through a range of instructional and management strategies, including software, video streaming, and the web.
"Above all, DI should be used to promote 21st-century skills," said Smith. "This includes digital-age literacy, inventive thinking, effective communication, and high productivity. A mastery of these skills will lead to student achievement."
Both authors said technology is a great choice to consider for DI, because it helps to personalize instruction, enhances learning with multimedia components, can help students construct new knowledge, and motivates students with their work.
"We also like to give students choices in their learning, because offering choices gives students a way to make decisions about what they will do in order to meet class requirements," said Smith.
One way to do this is to create and present what the authors called a "tic-tac-toe board," or three-by-three grid, of suggested activities from which students can choose to demonstrate their understanding of a topic. This helps students make their own choices and also gives the teacher an idea of his or her students' interests.
Although many educators realize technology's enormous potential to help them differentiate their instruction so that all students can learn, regardless of students' needs, abilities, or learning styles, it might be hard for them to find concrete applications of this approach to emulate in their classrooms. But in a Jan. 28 webinar from the International Society for Technology in Education (ISTE), experts provided several examples of classroom projects that can help all students learn while keeping them engaged.
The webinar, titled "Differentiated Instruction + Tech = Powerful Learning," was presented by Grace Smith and Stephanie Throne--authors of the book Differentiating Instruction with Technology in K-5 Classrooms and the soon-to-be-published Differentiating Instruction with Technology in Middle School Classrooms. Both authors are former educators.
Smith and Throne described differentiated instruction (DI) as a strategy that is centered on the belief that students learn in many different ways. They also said DI is a collection of best practices from gifted, traditional, and special education. "Some educators think it's a new model, but it isn't," said Throne.
Both presenters agreed that DI is student-centered, offers multiple paths to learning, and is grounded in assessment practices. They also cited research that shows students are more successful in school and find it more satisfying when they are taught in ways that are responsive to their readiness levels, interests, and learning profiles.
According to the presenters, teachers can differentiate four elements of instruction: content, process, product, and learning environment. They also can differentiate instruction based on student traits, such as readiness, learning profile, interest, and affect.
Finally, educators can differentiate instruction through a range of instructional and management strategies, including software, video streaming, and the web.
"Above all, DI should be used to promote 21st-century skills," said Smith. "This includes digital-age literacy, inventive thinking, effective communication, and high productivity. A mastery of these skills will lead to student achievement."
Both authors said technology is a great choice to consider for DI, because it helps to personalize instruction, enhances learning with multimedia components, can help students construct new knowledge, and motivates students with their work.
"We also like to give students choices in their learning, because offering choices gives students a way to make decisions about what they will do in order to meet class requirements," said Smith.
One way to do this is to create and present what the authors called a "tic-tac-toe board," or three-by-three grid, of suggested activities from which students can choose to demonstrate their understanding of a topic. This helps students make their own choices and also gives the teacher an idea of his or her students' interests.
posted by Matthew Prichard at
2:23 PM
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