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Sunday, February 12, 2012

Digital Differentiation

This Digital Differentiation model is my example of weaving a web of flexible tools together for teaching and learning. To keep the model relevant, frequent updates are required, as new tools and trends emerge. 

To access the most current resources, please click on the tab at the top of this blog:


Digital Differentiation Current






Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation.

The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths.


Essential Questions: Student-driven learning experiences should be driven by standards-based  Essential Questions.  These questions should be open-ended to allow for flexible learning paths. Devise question by looking at the standards that determine what we teach.  Click on the tiny circles in the graphic for more information.


Flexible Learning Paths:
Use digital tools to provide students with flexible learning paths to meet their unique learning styles. Note: The image below is powered by Thinglink. Click on any smaller image to jump to the interactive version and find resources.





Teacher Facilitated Learning Experiences:
The role of the teacher shifts to facilitate student-driven learning experiences. This new role allows teachers to maximize instructional time because the classroom structure provides opportunities for frequent interaction with individual students for assessment, modification, reteaching and enrichment.



20 comments:

Anonymous said...

I am fascinated by the amount of information you packed into the interactive graphic, thank you for the guidance and ideas.
Geri

Anonymous said...

Thank you for sharing your knowledge and resources once again. We are constantly learning from you.

Anonymous said...

Essential questions are significant and difficult to write. This article might help.

http://daretodifferentiate.wikispaces.com/file/view/essential.pdf

Anonymous said...

This makes sense. You are wise. Your students are lucky.

Anonymous said...

Nice post. The images help me see the big picture.

Software development company said...

great tool..i would like your attention details

Ray Tolley (aka Max) said...

Thanks for a very helpful and thought-provoking paper. However, I need to follow up on some of your statements:

Firstly, can you provide a link to 'Essential Questions' - or have I missed something?

Secondly, your two references to 'collaboration' need to be expanded (unless you have again a paper which relates to this). I see collaboration as taking many forms, sometimes 1:1 with peers, othertimes with identified experts, with family and friends, often with different groups or peers, both within and outside of an institution - and of course, a whole series of different benefits.

Susan Oxnevad said...

Hello Ray. Thank you for reading this post and for contacting me for clarification. The intent of this post was to display the information visually, to make a point about unique learning styles and also to address them. For this reason, I have expanded on the Essentials Question graphic to provide additional information and links for clarification. You will also find a more specific definition of Collaboration in that graphic. I hope this additional information addresses your questions. -Susan

Deb (aka Starwalker) said...

OMG Susan, you continue to amaze me!

Ellen said...

Thanks for so many great ideas. You're an inspiration.

Matthew Kuntz said...

awesome job susan! i have seen this graphic posted on facebook with a link to your site as well as on twitter..you are reaching lots of people with your ideas! Great job and a feather in D97 cap!

Anonymous said...

Just found this page from a link on Twitter. It is really helpful as we're looking to use Web tools at my primary school. I've found the number of sites available overwhelming but your post helps bring some clarity. Thank you!

Jamie Lakey said...

Great info and visuals. What program did you use to make the interactive graphics?

Susan Oxnevad said...

Thanks for the feedback. You're right, there are a lot of tools packed into the Flexible Learning Paths graphic. I have used it with much success when working with teachers to guide the learning and in that context it worked well.

Susan Oxnevad said...

Jamie,
I used Thinglink to create the interactive graphic. Great tool with many versatile uses.

Anonymous said...

At the school where I work, we started doing the "Big Idea" and "essential questions" for Foreign Languages. It has been wonderful. The students do a lot of research and work on their own. This combined with Blooms' Taxonomy questions (higher level reasoning) and we have some amazing students who have a unique experience AND learn languages at the same time.

Ignacio Ruiz
James Bowie High School
Austin, Texas

Susan Oxnevad said...

Thank you for sharing this, Ignacio. It sounds like you and your team are facilitating some fantastic student centered learning experiences. The students at James Bowie High School are lucky!

Anonymous said...

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ѕimplе, yet effeсtіve. A lot of timeѕ іt's difficult to get that "perfect balance" between user friendliness and visual appearance. I must say that you've dοne a fantastic jοb ωith this.
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Logo Bench said...

Excellent info'going to go use it right now. Thanks from Logobench | Logo Design Packages

Ms.Sherri said...

I am a visually learner enhanced by a doer personality type. I love the layout of this infographic! If we could make the ring's colors adjustable to the individual user (student/knowledge gatherer).

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