Differentiated Instruction Differentiated Instruction for Digital Nativesfor Digital Natives

Portfolio 2008 Andrea Feeney

Differentiated Instruction for Differentiated Instruction for Digital NativesDigital Natives

IndexIndex

HypothesisHypothesis Essential questionsEssential questions

Definitions:Definitions: Information AgeInformation Age Web 2.0Web 2.0 Comparative ChartComparative Chart Web 1.0 vs. Web 2.0Web 1.0 vs. Web 2.0 Digital NativesDigital Natives Differentiated InstructionDifferentiated Instruction

My blogMy blog ConclusionsConclusions (of a work in progress)(of a work in progress) BibliographyBibliography

HypothesisHypothesisBearing in mind that according to behavioural and educational experts:•Current young students have started their conventional alphabetization• process simultaneously with their digital alphabetization process. •They can look for and find information in a non-linear way from great• corpuses of knowledge, not only from texts but also from audiovisual mediums.•They manage digital interfaces intuitively.• Our students are going to live, study and work in technology-oriented societies• in which the main merchandise is going to be information, instead of goods• (as it has been since the Industrial Revolution)Teachers should plan their classes taking into consideration these resources which our students are already using and are part of their everyday life. Learning processes can be enhanced and enriched by their use

Essential QuestionsEssential Questions

Which are the best Web 2.0 tools to use Which are the best Web 2.0 tools to use with our students?with our students?

How can teachers merge into the digital How can teachers merge into the digital culture?culture?

Which differentiated performances and Which differentiated performances and resources for digital natives should we resources for digital natives should we include in our planning?include in our planning?

Information AgeInformation Age

Information Age is a term that has been used to refer to the present era, generally considered as beginning in the 1990’s. The name alludes to the global economy’s shift in focus away from the production of physical goods - as exemplified by the industrial age- and towards the manipulation of information.The Information Age was preceded by the Space Age.

Web 2.0Web 2.0 ““This term was coined by O’Reilly in 2004 to refer to a second Web This term was coined by O’Reilly in 2004 to refer to a second Web generation based on communities of users and a range of special generation based on communities of users and a range of special services, such as social networks, blogs, wikis, which foster the services, such as social networks, blogs, wikis, which foster the collaboration and agile exchange of information among users.”collaboration and agile exchange of information among users.”

““This term is usually narrowly applied to the software that enables This term is usually narrowly applied to the software that enables collaborative work functions and computer-mediated communication, collaborative work functions and computer-mediated communication, with social sites like MySpace and Facebook, media sites like Flicks and with social sites like MySpace and Facebook, media sites like Flicks and You Tube and commercial sites like Amazon.com and eBay. Many of You Tube and commercial sites like Amazon.com and eBay. Many of these applications share characteristics like service oriented design these applications share characteristics like service oriented design and the ability to upload data and media. The term Web 2.0 is also and the ability to upload data and media. The term Web 2.0 is also used to describe this style of software.used to describe this style of software.

The more specific term The more specific term collaborative softwarecollaborative software applies to cooperative applies to cooperative information sharing systems and is usually narrowly applied to the information sharing systems and is usually narrowly applied to the software that enables collaborative work functions.” software that enables collaborative work functions.”

Many advocates of using these tools believe that they create actual Many advocates of using these tools believe that they create actual communities, and have adopted the term “online communities” to communities, and have adopted the term “online communities” to describe the resulting social structuresdescribe the resulting social structures..

““The famous boom of the so called Web 2.0 is linked to the The famous boom of the so called Web 2.0 is linked to the development of a series of social software tools which have enabled development of a series of social software tools which have enabled ordinary people to communicate, cooperate and publish in a totally ordinary people to communicate, cooperate and publish in a totally transparent way. transparent way. [[

Web 2.0Web 2.0 ““This term was coined by O’Reilly in 2004 to refer to a second Web This term was coined by O’Reilly in 2004 to refer to a second Web

generation based on communities of users and a range of special services, generation based on communities of users and a range of special services, such as social networks, blogs, wikis, which foster the collaboration and such as social networks, blogs, wikis, which foster the collaboration and agile exchange of information among users.”agile exchange of information among users.”

““This term is usually narrowly applied to the software that enables This term is usually narrowly applied to the software that enables collaborative work functions and computer-mediated communication, with collaborative work functions and computer-mediated communication, with social sites like MySpace and Facebook, media sites like Flicks and You social sites like MySpace and Facebook, media sites like Flicks and You Tube and commercial sites like Amazon.com and eBay. Many of these Tube and commercial sites like Amazon.com and eBay. Many of these applications share characteristics like service oriented design and the applications share characteristics like service oriented design and the ability to upload data and media. The term Web 2.0 is also used to ability to upload data and media. The term Web 2.0 is also used to describe this style of software.describe this style of software.

The more specific term The more specific term collaborative softwarecollaborative software applies to cooperative applies to cooperative information sharing systems and is usually narrowly applied to the information sharing systems and is usually narrowly applied to the software that enables collaborative work functions.” software that enables collaborative work functions.”

Many advocates of using these tools believe that they create actual Many advocates of using these tools believe that they create actual communities, and have adopted the term “online communities” to describe communities, and have adopted the term “online communities” to describe the resulting social structuresthe resulting social structures..

““The famous boom of the so called Web 2.0 is linked to the development of The famous boom of the so called Web 2.0 is linked to the development of a series of social software tools which have enabled ordinary people to a series of social software tools which have enabled ordinary people to communicate, cooperate and publish in a totally transparent communicate, cooperate and publish in a totally transparent way. way.

The social Web is no more than “the people’s web”, The social Web is no more than “the people’s web”, which is what the Web should have always been. A which is what the Web should have always been. A space for the shared generation of knowledge, for space for the shared generation of knowledge, for cooperative distance working and the publishing on cooperative distance working and the publishing on a universal scale of all kinds of contents (text, a universal scale of all kinds of contents (text, images, sounds and videos). We are re-discovering images, sounds and videos). We are re-discovering an elementary trait of our species: people want to an elementary trait of our species: people want to communicate and cooperate with other people. communicate and cooperate with other people. Today we finally have very accessible tools to do so Today we finally have very accessible tools to do so on a planetary level.on a planetary level.

Comparative chartComparative chart

Web 1.0Web 1.0 Web 2.0Web 2.0

Centralized informationCentralized information Decentralized informationDecentralized information

Sites of low and high qualitySites of low and high qualitymanaged by a webmastermanaged by a webmaster

Broad range of contents managed by usersBroad range of contents managed by users

Information seldom updatedInformation seldom updated Information in constant changeInformation in constant change

Contents and sites with a Contents and sites with a tendency to be stilltendency to be still

Contents and sites which are flexible and in Contents and sites which are flexible and in permanent transformationpermanent transformation

Design and production Design and production depend on those who depend on those who know about computing know about computing sciencessciences

Design and production don’t need great Design and production don’t need great information on TICs. Accessible and information on TICs. Accessible and practical practical

Sites with a commercial Sites with a commercial purpose, mainlypurpose, mainly

Sites with a diversity of purposes, most of the Sites with a diversity of purposes, most of the times communities of interests that share times communities of interests that share practice and informationpractice and information

Software with paid licensesSoftware with paid licenses Free software for the userFree software for the user

Function: spread informationFunction: spread information Function: produce, design, build and share Function: produce, design, build and share information with different supportsinformation with different supports

Digital NativesDigital Natives

It is the children and the young the ones that make evident these It is the children and the young the ones that make evident these great changes in the different ways of communicating, by means great changes in the different ways of communicating, by means of integrating languages and resources and setting a sort of of integrating languages and resources and setting a sort of naturalization of this simultaneity between the physical and the naturalization of this simultaneity between the physical and the virtual world. Likewise, their skills are different than those of the virtual world. Likewise, their skills are different than those of the adults, for their contact with technology does not spring from adults, for their contact with technology does not spring from something strange they have to incorporate but something that something strange they have to incorporate but something that takes place simultaneously with their traditional alphabetization takes place simultaneously with their traditional alphabetization process and they manage to maximize the uses according to their process and they manage to maximize the uses according to their needs. Many times we are surprised when we see the young needs. Many times we are surprised when we see the young ones who in a few seconds have understood the functioning of a ones who in a few seconds have understood the functioning of a game, a software or the elaborate mechanisms for multiple game, a software or the elaborate mechanisms for multiple interactions which they establish by means of combining instant interactions which they establish by means of combining instant messages, several readings, videos and a broad overview of a messages, several readings, videos and a broad overview of a quick zapping through any site that arouses their interest. It quick zapping through any site that arouses their interest. It would be useful then to reflect as regards which are the learning would be useful then to reflect as regards which are the learning processes they capitalize from these mediums, how can we, digital processes they capitalize from these mediums, how can we, digital immigrants, enrich these shared worlds with digital natives so as immigrants, enrich these shared worlds with digital natives so as to empower the processes to acquire knowledge. to empower the processes to acquire knowledge.

““Technology by itself has never solved any social nor political Technology by itself has never solved any social nor political problem, that has been and still is a demobilizing myth. It is the problem, that has been and still is a demobilizing myth. It is the people who, by means of taking ownership for technology, have to people who, by means of taking ownership for technology, have to transform the world, and in order to do so, need education. We are transform the world, and in order to do so, need education. We are still in a very early stage as regards digital still in a very early stage as regards digital

alphabetization and personal management of knowledge. The alphabetization and personal management of knowledge. The truth of the matter is that most people do not have access to truth of the matter is that most people do not have access to the technologies we are referring to, most people who do the technologies we are referring to, most people who do have access to them do not know how to used them and few have access to them do not know how to used them and few of those who know how to use them understand how they of those who know how to use them understand how they can learn and work in a new way with them.can learn and work in a new way with them.

If we cannot manage that education, digital alphabetization If we cannot manage that education, digital alphabetization and civic awareness make progress in a parallel way to the and civic awareness make progress in a parallel way to the one of technological developments, then the new tools will be one of technological developments, then the new tools will be useful to better manipulate a bigger quantity of people who – useful to better manipulate a bigger quantity of people who –

besides , will be convinced that they are very modern andbesides , will be convinced that they are very modern and participative”participative”

. . [1] Educ.ar,”Nuevas tendencias de aprendizaje en la red WEB 2.0”, April 2008[1] Educ.ar,”Nuevas tendencias de aprendizaje en la red WEB 2.0”, April 2008

http://portal.edu.ar/debates/educaciónytic/nuevos-alfabetismos/conversando-sobre-la-web-20.php, José Luis Orihuela, April 2008http://portal.edu.ar/debates/educaciónytic/nuevos-alfabetismos/conversando-sobre-la-web-20.php, José Luis Orihuela, April 2008

Differentiated InstructionDifferentiated Instruction

Differentiated instructionDifferentiated instruction (sometimes referred to as (sometimes referred to as differentiated learningdifferentiated learning) is a way of thinking about ) is a way of thinking about teachingteaching and and learninglearning. Differentiating instruction involves providing students . Differentiating instruction involves providing students with different avenues to acquiring content; to processing, with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn teaching products so that all students within a classroom can learn effectively, regardless of differences in ability.effectively, regardless of differences in ability.

Because each learner comes to school with a different set of Because each learner comes to school with a different set of learning needs, examples of which include differing educational, learning needs, examples of which include differing educational, personal, and communal contexts and varying degrees of personal, and communal contexts and varying degrees of academic skill development, differentiated instruction advocates academic skill development, differentiated instruction advocates that the educator proactively plans a variety of instruction that the educator proactively plans a variety of instruction methods so as to best facilitate effective learning experiences methods so as to best facilitate effective learning experiences which are suited to the various learning needs within the which are suited to the various learning needs within the classroom. In its pursuit of this foundational goal, differentiated classroom. In its pursuit of this foundational goal, differentiated instructional methods attempt to qualitatively, as opposed to instructional methods attempt to qualitatively, as opposed to quantitatively, match learners' abilities with appropriate material; quantitatively, match learners' abilities with appropriate material; include a blend of whole-class, group, and individual instruction; include a blend of whole-class, group, and individual instruction; use numerous approaches to facilitating input, processing, and use numerous approaches to facilitating input, processing, and output; and constantly adapt to learners' needs based upon the output; and constantly adapt to learners' needs based upon the teacher's constant assessment of all students.teacher's constant assessment of all students.

In its pursuit of this foundational goal, differentiated In its pursuit of this foundational goal, differentiated instructional methods attempt to qualitatively, as opposed instructional methods attempt to qualitatively, as opposed to quantitatively, match learners' abilities with appropriate to quantitatively, match learners' abilities with appropriate material; include a blend of whole-class, group, and material; include a blend of whole-class, group, and individual instruction; use numerous approaches to individual instruction; use numerous approaches to facilitating input, processing, and output; and constantly facilitating input, processing, and output; and constantly adapt to learners' needs based upon the teacher's constant adapt to learners' needs based upon the teacher's constant assessment of all students needs based upon the teacher's assessment of all students needs based upon the teacher's constant assessment of all students.constant assessment of all students.

Often referred to as an Often referred to as an educational philosophyeducational philosophy, , differentiated instruction is viewed as a proactive approach differentiated instruction is viewed as a proactive approach to instruction and an idea that has as many faces as to instruction and an idea that has as many faces as practitioners. The model of differentiated instruction practitioners. The model of differentiated instruction requires teachers to tailor their instruction and adjust the requires teachers to tailor their instruction and adjust the curriculum to students’ needs rather than expecting curriculum to students’ needs rather than expecting students to modify themselves to fit the curriculum. students to modify themselves to fit the curriculum. Teachers who are committed to this approach believe that Teachers who are committed to this approach believe that who they teach shapes how they teach because who the who they teach shapes how they teach because who the students are shapes how they learnstudents are shapes how they learn..

4.4. Tomlinson, Carol (2001). How toTomlinson, Carol (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2 ed.). Alexandria, VA: Association for Differentiate Instruction in Mixed-Ability Classrooms (2 ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Supervision and Curriculum Development. ISBN 0871205122ISBN 0871205122

My BlogMy Blog

http://http://2ndCycleDigitalCommunity.blogspot.com2ndCycleDigitalCommunity.blogspot.com

ConclusionsConclusions

I have set up this blog in order to continue I have set up this blog in order to continue researching on this topic all along next year researching on this topic all along next year together with the other 2nd Cycle Teachers together with the other 2nd Cycle Teachers of English.of English.

BibliographyBibliography

Tomlinson, Carol (2001). How to Differentiate Instruction in Mixed-Tomlinson, Carol (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2 ed.). Alexandria, VA: Association for Ability Classrooms (2 ed.). Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0871205122Supervision and Curriculum Development. ISBN 0871205122

[1] Educ.ar,”Nuevas tendencias de aprendizaje en la red WEB 2.0”, [1] Educ.ar,”Nuevas tendencias de aprendizaje en la red WEB 2.0”, April 2008April 2008

http://portal.edu.ar/debates/educaciónytic/nuevos-alfabetismos/http://portal.edu.ar/debates/educaciónytic/nuevos-alfabetismos/conversando-sobre-la-web-20.phpconversando-sobre-la-web-20.php

Educ.ar,”Nuevas tendencias de aprendizaje en la red WEB 2.0”, April Educ.ar,”Nuevas tendencias de aprendizaje en la red WEB 2.0”, April 20082008

http://portal.edu.ar/debates/educaciónytic/nuevos-alfabetismos/http://portal.edu.ar/debates/educaciónytic/nuevos-alfabetismos/conversando-sobre-la-web-20.php, José Luis Orihuela, April 2008conversando-sobre-la-web-20.php, José Luis Orihuela, April 2008