Differentiation and Technology

One of the articles for this week discussed the use of WebQuests as a differentiation tool. While not everyone is going to run out and create a WebQuest, there are other instructional technologies we can use to differentiate our instruction. What technology products can students use and how can they be combined with the idea of Menus?

Learning Contracts

A common theme running through many of our readings is student responsibility. Many of our authors cite this as a benefit of differentiated instruction. However, students do not magically develop responsibility because you differentiate. Rather, if you plane out the necessary steps, it is something that will develop overtime. One strategy for developing  student responsibility are by creating learning contracts. Describe are the basic elements of learning contracts and how might you use them to help you to differentiate instruction? Explain appropriate times to use them and cautions to consider before introducing them to your students.

Research Paper Topics

I am always interested in the topics that people select when writing a research paper. There are many great ideas this summer. Below are some topics from previous summers and this summer. Share with the class your topic and describe why you selected to write you paper with that focus. 

• Parental attitudes differentiation
• Student attitudes towards differentiation
• Appropriate differentiation strategies for elementary classrooms
• Appropriate differentiation strategies for the science classroom
• Differentiation and Universal Design: Is there a difference
• Using differentiation strategies to meet the needs of students with disabilities
• Teacher attitudes towards differentiation
• Professional development sessions' impact on teacher ability to implement differentiated instruction
• The role of tiered activities on student learning
• The pros and cons to using differentiated instruction to meet the needs of diverse populations in the general classroom

Please share any ideas that you have

Student Responsibility

One of the elements that Heacox describes is student responsibility. In fact this aspect is critical in the differentiation model. However, not all students are experienced with this. Explain the importance of student responsibility in the differentiated model and describe how you can build that into your classroom learning environment. Read through the management structures Heacox describes in chapter 8, select one that you think has the potential for being most successful and one that you will not attempt. Please explain your selections.

Tiered Activities and Differentiated Instruction

This week, many of our readings and class lecture deals with tiered activities. While it seems like a pretty straight forward idea, implementing it seems daunting. As stated in many places, the best way to begin is to take it one step at a time. So, what do you already know about tiering activities and what questions do you still have? How does this idea compare to other instructional approaches you've worked with? Describe one potential obstacle to adhering to this instructional approach.

What Does It Mean To Differentiate Classroom Instruction?

Differentiated instruction is not a new concept. In fact, many of the ideas originated from Universal Design. Still, the differentiated movement has really grown of the past decade and is not part of the education lexicon. Define differentiation. What are you thoughts about differentiation and how it can impact your instruction? Do you think that it is reasonable to expect everyone to differentiate instruction? As you answer this question, indicate if you are answering it before or after you have investigated this week's readings.

Can You Give Too Much Choice?

A major component if differentiated instruction is the idea of choice. By providing students with choice about how they want to connect with the content and demonstrate they have met your stated objectives, you are develop a sense of intrinsic motivation. However, is there a limit as to how much choice you can give students? What if your students have never had this much freedom, how do you introduce them to this approach? What are different ideas you can offer students choices that still allow you to direct their learning?