Differentiation
In following the Universal Design for Learning principles, the following considerations will be made in planning the program:
Multiple Means of Representation
- Teachers will be provided with both screencasts and typed, text directions for understanding certain demonstrations. Teachers will be shown how to customize views and dashboards in the various tools as well as how to read more easily online (zooming in, Instapaper, etc.).
- Many of the teachers in this program are not native speakers of English. They will be provided with different representations of content and unnecessary or overly technical vocabulary or jargon will be avoided during the lessons and in the resources.
- Graphical representations of the PD program and of the tools we use in our school will be provided so that teachers can begin to piece together a holistic understanding of the technology integration at our school. Background knowledge will be activated through class discussions and warm-up activities as well as through the pre-test.
Action and Expression
- Teachers will be exposed to different ways of communicating their understanding and to customizing their Mac for productivity based on their own learning needs and preferences. We will spend some time “playing” with our computers to learn some of these features. Additionally, some teachers may choose to use text-to-speech tools to mitigate RSI issues.
- Tasks will be differentiated based on the teacher’s comfort level and interests. Examples and templates will be shown.
- As part of the goal setting process, teachers will be guided in developing individual milestones to monitor their own progress. Each step will be accompanied by probing, reflective questions
Means of Engagement
- The constructivist nature of the workshops will allow a great level of discretion and autonomy for the teacher-learner. Tasks will be open-ended enough to be customizable for each teacher’s individual context. It can be intimidating sharing ideas and soliciting feedback from colleagues, therefore we will set a series of norms for the workshops.
- Goal setting and breaking those goals down by actionable items will be one of the first issues tackled. We will also discuss our ideas of what “successful” technology integration in a classroom looks like. There will be ample opportunities for different types of feedback and support.
- Technology frustration will likely occur in the program as teachers explore new tools and “learn while doing.” We will discuss troubleshooting strategies and back-up plans should issues occur. This will give teachers practice in such strategies with the goal of building confidence toward tech integration.