Using Technology to
Differentiate Instruction
Cindy Pope, 2006
Why Use Technology?

Technology engages learners by providing
students with self-directed learning opportunities
and access to informational resources anytime,
anywhere they have computers.
 Technology motivates students because of the
varied multimodal elements including visual,
audio, kinesthetic components.
 Technology allows students to connect with the
21st Century world students live in outside of
school so that activities are relevant.
 Teachers must however effectively select
technology resources for learners to use their
time and talents wisely.
Differentiated Instruction
Starts With Assessment
K-W-L
What do you already know about
differentiated instruction?
 What do you want to learn?
 Write down what you learn today and
what else do you want to learn.
Handout:
http://www.teachnology.com/web_tools/
graphic_org/kwl/

What is Differentiated Instruction?
and why should we differentiate?

“… at its most basic level
differentiated instruction
means “shaking up” what
goes on in the classroom so
that students have multiple
options for taking in
information (content),
making sense of ideas
(process), and expressing
what they learn (product).”
“We have to teach whatever we
teach so that each student feels
known, valued, and supported.
The alternative is not only lower
achievement in whatever we
teach, but alienation of students
from the learning of whatever
we teach.”
Tomlinson (2005)
Tomlinson (2001)
Match Differentiated
Instructional Methods to
Different Student’s Needs

Learner readiness

Content

Learner interest

Process

Learner styles/
talents/profiles

Product
Differentiated Activity
What is Your Learning Style Assessment?
 Visual
 Auditory
 Reading/Writing
 Kinesthetic
 Learning Styles Handouthttp://www.wright.edu/~carole.endres/learnstyles.
htm
 Differentiated Content
 Flexible Grouping
 Graphic Organizer Handout- http://www.teachnology.com/cgi-bin/concept.cgi
 Differentiated Process with Scaffolds
 Differentiated Product Choices
Differentiation by Readiness

Vary text by ability

Match recommended web sites to student’s
understanding and ability
http://wizard.4teachers.org/builder/worksheet.p
hp3?ID=32135

Adjust product based upon student’s ability
Use text-to-speech capabilities

Scaffold along the way

Flexible Grouping
Anchor Activities

Anchors are core activities that students can
go to when they have completed other tasks.
 These activities help with “ragged edges of time”
and allow students to work at their own pace.
 Teach anchors to the whole class
http://www.lakelandschools.org/EDTECH/
activity.htm
Career & Keyboarding Anchor Activities:
http://www.state.nj.us/njded/aps/cccs/tech/
frameworks/
Differentiation by Interest

Flexible Grouping

Interest Centers
http://www.uen.org/themepark/exploration/care
ers.shtml

WebQuests developed by Dr. Bernie Dodge,
1995 San Diego University, California
http://webquest.sdsu.edu/
http://teachers.teachnology.com/web_tools/web_quest/
WebQuest Parts
Introduction: Essential
Question- Why are we
doing this WebQuest?
What will we learn?
Task: What will we be
doing?
Resources: Where do
we go to find the
information we need?
Evaluation or
Guidance: Rubric or
guiding questions for
assessment purposes.
Process: How will we Conclusion: Reflects
do it and with whom? on the learning.
Provide credit for
resources.
Internet Resources Must Be
Valuable and Matched to Learners





C-Does the content of the web site match the
learner needs and interests? Does the text
match the reading comprehension abilities of
the learner?
O-Is the material organized in a logical
manner?
I-Is the Internet address from an unbiased
location or what is the bias?
N-Is it easy to navigate the site?
S-Is the source reliable for the information?
http://www.kidsclick.org
Differentiate by Learning Profiles

Group Orientation(self, small group, whole group)

Learning Environment (noise, climate, structure)
Provide Mutual Respect, Success Focus, Safety

Cognitive Learning Style (auditory, visual, tactile,
kinesthetic)
http://www.teachnet.org/ntol/howto/adjust/
http://www.familyeducation.com/quiz/0,1399,32740,00.html

Multiple Intelligences Preference
Gardener’s Multiple Intelligences
Linguistic, Logical-Mathematical, Spatial, BodilyKinesthetic, Musical, Intrapersonal
Interpersonal, Existential and Naturalistic
http://muse.widener.edu/~kab0306/Multintell.html
http://www.casacanada.com/multech.html
http://www.sd33.plnet.bc.ca/OurSchools/evans/
multipleintellignces.htm
http://www.sd33.plnet.bc.ca/OurSchools/evans/mi- heel.swf
DI Differentiated
Content Strategies





Interest Centers
http://wizard.4teachers.org/builder/worksheet.p
hp3?ID=45051
Different Texts
Peer/Adult Mentors
Audio/Video Recorders
http://www.thirteen.org/edonline/ntti/resources/v
ideo2.html
http://school.discovery.com/ontv/videoclips/mat
h1.html
Compacting and Contracts
Compacting
Pre-Testing
http://www.quia.com/quiz/751622.html
 Alternate Assignment/Homework
 Computer Time
 Library Time
 Post-Test with other students

Differentiated Process

Simulations
http://www.eduweb.com/portfolio/adventure.php

Independent Investigations
http://library.thinkquest.org/TQ0313222/
http://library.thinkquest.org/TQ0312702/
http://library.thinkquest.org/4116/
http://library.thinkquest.org/03oct/01581/SpaceT
ravelEnglish/main.html
Differentiated Process





Flexible Grouping
Tiered Assignments
http://ideanet.doe.state.in.us/exceptional/gt/tie
red_curriculum/welcome.html
Learning Logs
Learning Centers
http://ga.water.usgs.gov/edu/index.html
http://www.aaamath.com/
Graphic Organizers
http://www.eduplace.com/graphicorganizer/
http://www.teachnology.com/web_tools/materials/timelines/
http://www.hyperhistory.com/online_n2/Histor
y_n2/a.html
Differentiated Product
Allow students to show what they know by
choosing a way to demonstrate their
knowledge: PowerPoint, Video, WebSite,
Photography, Research Paper, Song,
Artwork, Theatrical production, Electronic
Portfolio
 http://pathways.thinkport.org/flash_home.cfm
 http://ali.apple.com/ali_sites/ali/exhibits/10000
64/Student_Work.html
 http://ali.apple.com/ali_sites/ali/exhibits/10009
10/
Differentiated Product

Rubric Assessments
http://rubistar.4teachers.org/index.php

Portfolio Authentic Assessments
http://jonathan.mueller.faculty.noctrl.edu/toolbox
http://www.mehs.educ.state.ak.us/portfolios/clot
hildab/clothilda_beans.htm

Learning Logs

Journals
According to Tomlinson….
Try Something New Activity
Flexible Grouping in Subject Alike Teams and Special
Areas
Highlight Unit Topics for Differentiation and Technology
Materials
Lesson Plan Handout:
http://www.thirteen.org/edonline/lessons/template.html
References

Bloom, B. & Krathwohl, D. (1956) Taxonomy of Educational
Objectives: The Classification of Educational Goals, by a committee of
college and university examiners. Handbook I: Cognitive Domain.
New York: Longmans, Green.

Tomlinson. C. (2005) Differentiating Instruction for Advanced
Learners in the Mixed-Ability Middle School Classroom,
Handout Retrieved Online: http://ericec.org/digests/e536.html

Tomlinson. C. (2005) Differentiating instruction: why bother?
Middle Ground, Vol. 9 No. 1.

Tomlinson. C. (2001) How to Differentiate Instruction in Mixed
Ability Classrooms, Alexandria: Association for Curriculum and
Instruction.
Web Site Resources
ISTE Roadmap to the Internet
http://www.thejournal.com/the/resources/roadmap/
New Jersey Professional Development Port
http://www.njpep.org/classroom/homework_help/g
en.htm
Differentiation Resources
http://www.internet4classrooms.com/di.htm
Web Site Resources

http://www.thirteen.org/edonline/concept2class/

http://www.nwrel.org/msec/images/nwteacher/spri
ng2002/model.pdf

www.gifted.uconn.edu/siegle/epsy373/Tomlinson.htm

http://www.teachnology.com/tutorials/teaching/differentiate/

http://server1.ctsd.k12.nj.us/~cpope/teacherwebsite