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Differentiation using
Technology Devices
Key Assessment
Instructional Design
Herrington, Tiffany R
About 80% of teachers are not comfortable with being forced to use the devices in a class and
not being able to control when students have possession of the devices.
Attitudes towards Content & Academic Motivation
Because Beaufort County School Districts goal is to become a paperless school, teachers have
no choice, but to learn how to implement technology into their classroom. I actually witnessed
the districts Director of Instruction tell the teachers during a technology training that if they are
opposed to implementing technology into their classroom then they should find another district
to teach in. Therefore the teachers that wish to continue working in the district must educate
themselves accordingly. The attitude of the more mature teachers is that of frustration and
confusion. About 75% of teachers over the age of forty find it unnecessary training and
implementation. They are not only annoyed with the overuse of technology in the outside world;
they are perturbed with the interference of technology into the learning environment. These more
mature teacher view technology as an added distraction instead of an additional tool. In
comparison, about 75% of younger teachers (teachers with less than ten years of experience) are
excited and open to learning new ways and strategies of implementing technology. These
teachers view the districts initiative as a way to connect students learning to the things they like
to do best. So while all teachers realize the content is necessary, not all teachers will come into
the training with an open minded.
Education Ability Level
The entire certified staff of Beaufort County School district has at least a Bachelors degree. All
the teachers are knowledgeable of Microsoft Office basics because they are all supplied with a
Dell computer that is used for communication and lesson presentations. The teachers are also
knowledgeable of ActivInspire because all the classrooms are equipped with Promethean boards
and limited white board space to write on. The ability levels on the Ipads differ because all
though the entire certified staff was trained on using the basic functions of the IPad and Dell
tablets, not all of the staff members use the devices on a regular basis enough to become
comfortable with them.
2.3.
remain.
2.4.
There should be absolutely no sharing of devices.
3. Presentation Website
3.1.
Nearpod
3.1.1. What is Nearpod?
3.1.1.1.
3.1.3.3.
3.1.3.5.
3.1.4.2.
process.
4.1.2.4.4. During independent time, allow students time at least three times a
week to work on their Mobymax lessons.
4.1.2.4.5. Low students can benefit for as much time as possible working on
Mobymax to strengthen their academic skills.
4.2 IXL
4.2.1 What is it?
4.2.1.1. IXL.com is a website that is designed for mathematic and language
arts practice for grades kindergarten to twelfth grade. Teachers can sign up for
an account for an additional fee or students can have limited access for free.
5. Assessments
5.1. Resources we have used.
5.1.1. Formative Assessments can be added into Nearpod presentations.
5.1.2. Teachers can use students individualized quizzes in MobyMax and Learn
Zillion `as a formative assessment.
5.1.3. Students can email their teacher their score off from practice problems on
ixl.com.
5.2. Thatquiz.org
5.2.1. What is it?
5.2.1.1. Thatquiz.org is an online assessment database in which teacher
create and share.
5.2.2. How does it work?
5.2.2.1. Teacher creates a free account by selecting the register icon to the
right of the page.
5.2.2.2. Teacher uploads their class roster into the database.
5.2.2.3. Teachers can either create their own assessments or use an
assessment created by someone else.
5.2.2.4. Teacher will receive a test code that they will need to share with
the students.
5.2.2.5. Students will type the code into the bottom right hand corner of
the site.
5.2.2.6. Once students have input the code in the site they will select their
name and begin the assessment.
5.2.2.7. The teacher and the students will be informed of their score
immediately after the assessment is completed.
SME
I will be subject matter expert combination with the schools math coach. One of my
qualifications for SME is my experience as a math teacher in Beaufort County School district. I
have a Bachelors degree in Middle Grades Education from Georgia Southern University. I am
Performance
Recall
Facts
Concepts
2A, 2B,
2
Principles
Procedures
1A, 1B, 1C
1
Intrapersonal
Attitude
Relationship between Instructional Objectives and Standards:
Instructiona
l Objective
2
2B
2C
1
1A
1B
1C
Application
Part V
Instructional Strategies
Lesson 1:
Goals
To identify classroom floor
Objectives
Objective 1: The student
UDL
The teachers can create
Assessment
The teachers will develop
managing technology
management plan to
including instructional
devices.
support differentiated
and non-instructional
technology device
model.
management in their
classroom.
require a video to be
management.
Objective 1: The student
the class. **
The teachers can create
needs to be implemented
management plan to
non-instructional
devices.
support differentiated
procedures virtually or
on a poster board.
existing plan.
require a video to be
identify classroom
procedures for
the class.**
device.
1C: Students will identify
classroom procedures for
non-instructional uses for
the device.
Lesson 2: The teachers will select
Create a differentiated
Objective 2: Develop
differentiated mathematics
in the lesson.
2A: Develop a
differentiated lesson
plans.
based tools.
chosen to differentiate in
a mathematics lesson.
To create a formative
Objective 2: Develop
differentiated mathematics
based tool.
formative assessments
mentioned in the
tool.
guide their
1C: Students will identify classroom procedures for non-instructional uses for the device.
Assessment: The teachers will develop a classroom floor plan, including instructional and non-instructional procedures for the
technology device management in their classroom.
UDL Principle: The teachers can create a floor plan on their own virtually on one a poster board. The teachers can also find a floor
plan layout online and cite it appropriately. Also, teachers can create their instructional and non-instructional procedures virtually or
on a poster board. **Poster board will require a video to be uploaded and shared to the class. **
Lesson 2: Designing Differentiated Math Lesson Plans Using Web Based Tools.
Objective 2: Develop differentiated mathematics lessons using technology.
2A: Develop a differentiated lesson plan that incorporates one web based tools.
Assessment: The teachers will create a differentiated lesson plan using one web based tool. The teachers will be assessed on their
ability to appropriately use the web based tool of their chosen to differentiate in a mathematics lesson.
UDL Principle: Advanced teachers can use more than one web based tool in their differentiated lesson plans.
Lesson 3: Designing Differentiated Math Lesson Plans Using Web Based Tools (Assessments).
Objective 2: Develop differentiated mathematics lessons using technology.
2B: Create formative assessments using one web based tool.
Assessment: The teachers will select one of their previous formative assessments mentioned in the beginning of the lesson. Using a
web based tool from the LiveBinder provided, the teacher will recreate their assessment. They will include a brief reflection on how
they believe completing the assessment using a web based tool will benefit their students.
UDL Principle: Advanced teachers can recreate two or more assessments using more than one web based tool.
Assessment Examples
Objective 1 Assessment:
Possible Response: I chose this floor plan because I think the layout of the desk makes it easier for the teacher to monitor multiple
devices at once. However, I would change the layout by breaking the large tables up into smaller groups of four. I prefer the smaller
groups of four because it will allow me more room to get in between the desk. In addition, the students can be more productive in
smaller cooperative groups compared to large groups with more than ten students.
Instructional Procedures:
1
APF-JiJi. (2013, June 19). Tablet computers thrust Thailand classrooms into digital era. Retrieved from Japan Times News: http://www.japantimes.co.jp/news/2013/06/19/asiapacific/social-issues-asia-pacific/tablet-computers-thrust-thailand-classrooms-into-digital-era/#.U8ajHkDySac
1.
2.
3.
4.
5.
6.
________________________________________
4
Non-Instructional
Procedures.
Non-Instructional
Procedures.
Mechanics
Capitalization and
punctuation are correct
throughout.
There is 1 error in
capitalization or
punctuation.
Grammar
There is 1 grammatical
mistake.
6.RP.A.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
Standards:
Essential Questions:
quantities.
How can ratios and proportional relationships be used to determine unknown quantities?
Objectives:
Students will write a ratio that describes a relationship between two quantities.
Student will explain the relationship that a ratio represents.
Anticipatory Set:
The teacher will introduce the lesson by playing the following YouTube video. Math Snacks: Bad Date video
http://youtu.be/BZ1M01YBKhk. The video introduces ratio by comparing how much more or less one person
talks in a conversation compared to another. Once the students are done watching the video they will write down
Presentation of
Lesson
represents using an app called Nearpod. In Nearpod, the teacher is able to manage the students behavior while
(I Do)
presenting the content. The teacher will be alerted when a student closes out of the presentation app. The teacher
can also check for understanding throughout the presentation and receive immediate results from the students.
Guided Practice
The students will work in pairs to complete a worksheet on writing rations (5 questions) and explaining the
(We Do)
relationship that a ratio represents (5 questions). The pairs will have two different worksheets with questions
similar in content and difficulty. The students will work #1 on their perspective papers at the same time. After
two minutes, the pair will switch papers and work problem #2. They will complete this process in two minute
Independent Practice
(You Do)
to describe objects in a picture). Once the students have completed the five question activity, the students will
Closing:
Assessment:
Differentiation:
practice.
Nearpod: The teacher will use Nearpod because it allows students to write their notes at their own speed. The
teacher will not have to hold the rest of the class back because a few people are still writing. Also, the
checkpoints in Nearpod will allow the teacher to see which students are near mastery of the objectives and
which students are still struggling with the concepts.
IXL: Although it states the students will complete AA.1 in IXL, the teacher will use the results from the Nearpod
checkpoints to assign content that is closely matched with the students current abilities. Advanced students will
move to AA.2 and struggling students will be moved to a small group session with the teacher and complete
AA.1 with assistance from the teacher.
Differentiated Lesson Plan Rubric
Below Average
3
Average
4
Exemplary
5
OBJECTIVES
LESSON CONTENT
ASSESSMENT
I chose to use thatquiz.org because it allows you to use generated test by other teachers over your content. You can also create your
own assessment and upload it into the program. One of the best features of this site is that it provides the students with immediate
feedback. I can also go back into the test and see which questions gave the students the most problems. This allows me to be able to
further differentiate lessons moving forward.
Assessment Rubric
Clarity
Below Average
3pts.
Test items are ambiguous or
vague to cause confusion on the
part of students; Lacks ageappropriate language.
Average
4 pts.
Most test items are worded
clearly; Some questions are
unclear and may use vocabulary
at a higher or lower grade level.
Exemplary
5pts.
All test items are worded clearly
so that students understand the
meaning of questions (ageappropriate)
Reflection
No reflection included.
Description
Describe a classroom floor plan that supports
Objectives
1a
1b
1c
2a
2b
based tool.
This sequence is a learning related sequence. It is based on the order in which the students need
in order to learn the skills that are detrimental to the topic. The learner will learn skills in a
scaffold manner. The skills start with the basics level of one to one device management and
move to a more complex level of actually using the device to differentiate mathematic instruction
in the classroom.
Lesson 1: Classroom Management of One to One Device
Objective 1: The student will develop a classroom management plan to support differentiated
instruction using a one to one technology device model.
1A: Students will describe a classroom floor plan that supports one to one device management.
1B: Students will identify classroom procedures for instructional use for the device.
1C: Students will identify classroom procedures for non-instructional uses for the device.
Motivational Strategy: The teachers will watch the YouTube video iPads in the Classroom.
The teachers will reflection on how they feel implementing technology devices will affect their
students. Students can post a typed, audio, or video reflection in the classs online forum
(Geraldline Bloomberg, 2013) .
Initial Presentation: The teachers will locate six classroom floor plan designs, three that support
technology devices usage in the classroom and three that do not. Upon locating the images, the
teachers will compare and contrast the floor plans. The teachers are permitted to create their
comparison in any manner they choose. For example, the teachers and copy the image of the
floor plans into a chart and create a comparison chart (Morrison, 2013, p. 167).
Generative Strategy: Students will read the article Digital Devices and Classroom
Management. After reading the article, the teachers will identify plans and procedures that will
need to me added to their existing plan. The teacher are to create a virtual poster or record the
sharing of an actually poster created at home. The posters must contain a floor plan and
procedures that they would like to put into place with the use of technology devices (Morrison,
2013, p. 172).
Lesson 2: Designing Differentiated Math Lesson Plans Using Web Based Tools.
Objective 2: Develop differentiated mathematics lessons using technology.
2A: Develop a differentiated lesson plan that incorporates one web based tools.
Motivational Strategy: Brainstorm the top three essential characteristics that make a website
useful in the aid of mathematics instruction for students. The instructor will provide a list of
suggested websites that can be used for mathematics instruction for the teachers who may not be
familiar with any current websites, as well as a websites for determining the effectiveness of a
website. The teachers are allowed to brainstorm in any manner they choose. For example: a
teacher can post a picture of the paper in which they brainstormed in pencil (Rao, 2007).
Initial Presentation: The teachers will watch a video presentation that has been created by the
instructor in order to introduce some effective websites that are useful for mathematics
differentiations. The students will create a graphic organizer of their choosing on the web tools
used in the video to use as a reference later in the unit (Marzano).
Generative Strategy: Setting Objectives and Providing Feedback- The teachers will select a
mathematics topic of their choice according to their states standards and the web based tool they
would like to use and post this information in a the classs discussion forum. Each teacher will be
required to respond to at least three of their peers post providing feedback on whether or not the
topic can be used with the selected web based tool The teachers will also receive feedback from
the instructor as well. Advanced learners can choice more than one web based tool that they will
like to use (Marzano).
Lesson 3: Designing Differentiated Math Lesson Plans Using Web Based Tools
(Assessments).
Objective 2: Develop differentiated mathematics lessons using technology.
2B: Create formative assessments using one web based tool.
Motivational Strategy: List five formative assessments that you have used in the past that did not
require technology. Describe the type of questions that were asked on the assessment. Were the
questions multiple choice, short answer, etc.? The teachers can decide how they would like to
create their formative assessment list. For example, they can create a list in a word document and
add a description of each if they would like. The teachers can also create a chart of their
formative assessments categorizing the assessments (Morrison, 2013, p. 167).
Initial Presentation: The teachers will view a LiveBinders on web tools used for assessments.
The teachers will select one web-based tool from the LiveBinder and create a presentation on the
pros and cons of the tools effectiveness and post the link to their presentation online. The
teachers can create a presentation using any web based tool of their choosing. If the teacher
would not like to create a presentation using a presentation tool they can create a video
presentation (Tomlinson, 2001).
Generative Strategy: The teachers will complete a web based assessment created by the
instructor and evaluate the ease of use from the point of view of a student. The teachers can
choose their form of evaluation. For example; a teacher can record a video informally evaluating
the assessment tool. The teachers can also create rubric and formally evaluate the assessment tool
(McNeil, 2011).
Goals
To identify classroom floor
plans that is conducive to
managing technology
devices.
Objectives
Objective 1: The student
will develop a classroom
management plan to support
differentiated instruction
using a one to one
technology device model.
1A: Students will describe a
classroom floor plan that
supports one to one device
management.
UDL
Multiple ways of expression
Multiple ways of
representation
Assessment
The teachers will develop a
classroom plan, instructional
and non-instructional
procedures for the
technology device
management in their
classroom.
Create a differentiated
mathematics lesson using
one web based tool
presented in the lesson.
Objective 2: Develop
differentiated mathematics
lessons using technology.
2A: Develop a differentiated
lesson plan that incorporates
one web based tools.
Multiple ways of
representation
Lesson 3:
To create a formative
The teachers will complete a assessment using a web
web based assessment
based tool.
created by the instructor and
evaluate the ease of use
from the point of view of a
student. The teachers will be
provided example questions
that they can use to guide
their evaluation.
Objective 2: Develop
differentiated mathematics
lessons using technology.
2B: Create formative
assessments using one web
based tools.
Multiple ways of
representation
Part VIII
Learners Evaluation
The teacher will collect learners evaluations of the online module through the use of an
instructor generated survey in Survey Monkey. The teachers will be given a link to the survey at
the end of the module to evaluate the effectiveness and usefulness of the module. There are two
free response questions. The survey also includes fourteen statements in which the students will
select response from strongly disagree to strongly agree. These responses are weighted from one
to five respectfully. Each student will response anonymously to the survey; therefore, the
instructor will not be able to match anyone response to a particular participant. The instructor
will receive the feedback from the evaluations by logging on to Survey Monkey. The instructor
will be able to analyze the data through the use of Survey Monkey software. The instructor will
use results of the survey to improve the module for future use.
Teacher Evaluation: https://www.surveymonkey.com/s/FJ6H8HR
SME Evaluation
The Subject Matter Expert that will be evaluating the online module will be Mrs.
Chisolm-Jones. She has thirteen years of experience teaching my middle grade mathematics six
of which she has served as the Numeracy Coach of two middle schools. She has Bachelors
Degree in Education from University of South Carolina Aiken, a Masters Degree in Education
from Converse College with a focus in gifted and talented education, and a Masters in
Educational Administration from University of South Carolina. Mrs. Chisolm-Jones will be
evaluating me through the use of a survey created in Survey Monkey. The survey will include
statements in which the SME will select responses ranging from strongly disagree to strongly
agree. The responses will be weighted one to five respectfully. There are also two short answer
question in which the SMW can provide direct feedback. The instructor will receive the feedback
from the evaluations by logging on to Survey Monkey.
SME Evaluation: https://www.surveymonkey.com/s/322G6LV