Don't Ditch that Tech! Using Technology to Upgrade to a Differentiated Classroom
Participate and share : Interactive lecture
Tuesday, June 25, 12:15–1:15 pm
Matt Miller Dr. Angelia Ridgway Nate Ridgway
People's Choice winner. Daunted by differentiation AND lots of devices? The key isn’t to throw it away--it’s to know the right tool, for the right teacher, for the right moment for ALL the right students! Try practical ideas on creating effective attention-grabbers, differentiating content, building metacognition. Be BAD & (Bring A Device).
|Audience:||Teachers, Professional developers, Technology coordinators/facilitators|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Focus:||Digital age teaching & learning|
|Topic:||Universal design for learning/differentiated learning|
|ISTE Standards:||For Administrators:
Digital Age Learning Culture
Participants will be able to:
--> analyze and develop their level of student-centered technology use in the classroom (2c)
--> understand how to employ technology to activate and integrate varied levels of existing student knowledge (2b)
--> develop teacher transparency; or to promote student reflection and metacognition (5a)
This interactive lecture is based on the key ideas of our new book, "Don't Ditch That Tech".
Part I: Introductions: Identifying Your Tech Situation and Exploring Possibilities (Activity = speakers differentiate the presentation based on the needs of the audience, via an audience enacted personal tech survey) 10-12 minutes
Part II: Taking Their Attention Captive: How to employ technology to activate and integrate varied levels of existing knowledge (Activity = speakers share 3-5 differentiated strategies and audience tries the ones on their devices that work best in their situations with their individual learners) 10-12 minutes
Part III: Channeling the Real World: How to build authenticity in your lesson. (Activity = speakers share 3-5 instructional technologies to promote authenticity and improve intrinsic motivation. Audience members try the technologies on their devices that meet their instructional needs. 10-12 minutes
Part IV: Audience Choice via a poll! Either Teaching Kids With Transparency OR Teaching Kids to Reflect. (Activity = speakers share 3-5 instructional technologies to improve transparency or to promote student reflection and metacognition. Audience members try these technologies on their devices, based on their needs) 10-12 minutes.
Closure: Stoplight out the door! (Content-based closure) that includes a digital hand-out created during the session by session participants. (5 minutes)
This session will be 80% audience interactive and lead!
Carol Ann Tomlinson (https://www.caroltomlinson.com/)
Tomlinson & Allan, 2000.
Universal Design for Learning (http://www.cast.org/)
Dr. Thomas Armstrong
Dr. Howard Gardner
Normal L. Webb
Ditch That Textbook
Atkinson & Schiffrin, 1968
Benjamin Bloom (Bloom's Taxonomy)
Vygotsky; Pearson and Gallagher, 1983
Miller, George (1956).
Debbie Silver (Fall Down 7 Times, Get Up 8)
Nate Ridgway is a tech-loving history teacher in Indianapolis. He specializes in lesson design and differentiation, and is also licensed in Mild Interventions. Angie Ridgway began her career in middle and high school Spanish teaching. She's now working with future teachers and faculty members at the University of Indianapolis. She holds an M.Ed. and Ph.D. in Curriculum and Instruction. Matt is a teacher, blogger and presenter from West Central Indiana. He has infused technology and innovative teaching methods in his classes for more than 10 years. He is the author of Ditch That Textbook & Ditch That Homework.
Nate is a tech-loving history teacher in Indianapolis, Indiana. He specializes in lesson design and differentiation, and also is licensed in Special Education Mild Interventions. He's taught in both middle school and high school settings, but currently is enjoying teaching World History & Dual Credit U.S. History. He is currently finishing a Masters degree in History at University of Indianapolis.