Week+6+-+Topic+4+-+Content

=Topic #4 - Content=

Describe a strategy that could be used to differentiate content in your teaching area to enhance 21st century learning.

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 * Jeanette Utter**
 * Rogers HS**
 * Description:** I find that one of the biggest issues I deal with in my science content is the differences in reading and comprehension levels that exist among my students, not to mention the fact that the textbooks are so incredibly boring and dry. I recognize that many of my students spend the class time just trying to comprehend what is being said in class that they really aren't provided the time to connect and make sense of the content. Without this there is no way that my students will be able to create the deeper understanding that is need to become scientifically literate. With different abilities it isn't feasible to simply have them pre-read a section or read one for homework to make sense of what happened in class that day. I still miss most of the students. One product that I think would really help with differentiating content in my class would be voice thread. Not only can I place audio summaries of the content taught that day, but I could also incorporate images that would help to solidify the concepts. But aside from just using it to summarize, why not use it to post some pre-lesson content. Sort of an introduction to what will be taught that day, and how it connects to the bigger picture. Students could go to it the night before and then have some background to help them make sense of the lesson during class. In this way students who need that extra scaffolding can get that outside the classroom with no stigma attached.

Chris Barr PHS Description: Most of my students have a very hard time understand the science vocabulary. By creating google docs the students can each post different vocabulary words and how the strategies that they may use in order to understand what the work means. The students could add images and other information to help illustrate what the words means and how it is used. Another technology I would use is my class wiki and post important vocabulary words to the wiki for each chapter with real world definitions instead of the book definitions so the students understand the terminology better.


 * Kathleen Morrison**
 * Woodward High School**
 * Description:** I have been exploring various Web 2.0 technologies. I certainly do not have the time to go back and reteach all aspects of Algebra I to my Geometry students, but unfortunately sometimes they need that type of help. I have come across a series of online videos made by Khan Academy that would be great to refresh and help students who are behind. I have found there are even videos to help those students who want to jump ahead into more advance concepts. I have decided I may add links to my classroom website for those who need assistance or reminders as to the "how to" of what we are doing. Then I began to think, I could also create little videos of my own right from the classroom (or actually have the students make them.) Jing can record the student's voice and make a movie of everything they do on the computer screen. Kids could use Geometry software to show and verbally explain different concepts. For one, they would be teaching other kids by making their video - which when you teach someone else, it just makes you learn it more. Plus, we would have our own library of class documents students could refer back to when they forget. This could help the advanced students who are teaching as well as the slower students who could benefit from peer assistance.


 * Kara Graham**
 * North College Hill High School**
 * Description**  Since vocabulary is one of the main focuses for my school district, I think I could enhance the understanding of the vocabulary used in Geometry by using various 2.0 tools. Learning geometric vocabulary is as difficult for our students as learning Spanish. I will have students that read on the 3rd-4th grade level which puts them at a great disadvantage.  Last year, I had the students make a geometry dictionary, but the students just copied the definitions out of the glossary, even being told it had to be in their own words.  It was vary apparent that they didn't understand the drawing they created. This year, I'm going to have them use their IPad camera or a digital camera to take pictures throughout the school or community of the various terms. They could use a wiki or google documents to collaborate with classmates to increase their understanding of the words. For the nonreaders and those students with handwriting disabilities, they could use their IPad to record their definitions instead of writing them.