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Task Cards and Differentiation

Randy Ragland
http://rragland.weebly.com/blog/differentiating-instruction-through-technoloy
EDU-225
March 21, 2015
Instructor Goodwin

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Raft Task Card
ROLE (student)
Investigator

AUDIENCE
FORMAT
Every student who Written Essay

TOPIC
Ponder Before

intends to use the

Posting: Negative

Judge

internet/digital

Usage of Social

Lawmaker

social media.
Public and

Construct a Prezi

Media
Bills and

congress

or Emaze

Amendments:

interactive

Problems of Today

presentation

and Solutions for

Creating a

Tomorrow
What Really

Newspaper Article

Happened?

Row 1

Row 2

Historian

Classmates

Row 3
Using Primary
Sources

RAFT Row 1
Identified Grade Level: 7-12
Standard :
ISTE Standard: Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior
NETS-TN Standard: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.

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Objective: Students will analyze and discuss the topic of the consequences of using social
media inappropriately.
Student Role: Students will research negative social media usage and compile a list of three
examples of people whose life was impacted due to a social media comment, picture, or post.
Then they will share these with the other students in the classroom.
Audience: Every student who intends to use the internet, social media, or cell phones.
Format: Students will construct an essay answering the question, Can posts to digital social
media accounts negatively impact relationships, careers, and a persons character? The student
will compile and cite three examples to support their argument.
Topic: Internet Safety and Ethics of Social Media

Directions
1. Make a list of all internet sites and digital media sources that you use on a regular basis.
This includes: twitter, snapchat, instagram, facebook, kik, and any other digital based
social media.
2. Make a list of what types of conversations or pictures you see posted on these on a
regular basis. Then, think of a time that you have seen a post that you feel someone
should not have posted, and briefly summarize its content.
3. Explain your reasoning as to why you feel this post was inappropriate.
4. Visit some of the websites given below and compile a list of three examples of incidents
(be sure to summarize what was posted and the effects) when people posted inappropriate
things to social media.
5. Make sure to also cite the source which the information came from.

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6. Construct essay answering topic question and using the standard five paragraph
arrangement. Each example should be presented in its own paragraph.
Resources:
Visit the following websites:
1.

People Magazine
www.people.com
2. MSNBC
http://www.msnbc.com
3. TMZ
http://www.tmz.com
4. Cyberbullying
http://www.stopbullying.gov/cyberbullying/

Assessment: Submit a five paragraph essay using your findings and addressing the given topic.
Data gathered prior to research will count 20% of grade, research and citations will count 10%,
and the essay will count 70% of grade.

RAFT Row 2
Identified Grade Level: 7-12
Standard Aligned to Objective:
ISTE Standard: Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.

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Tennessee State Standard: GC.64 Working with other students, identify a significant public
policy issue in your community, gather information about that issue, fairly evaluate the various
points of view of competing interests, examine ways of participating in the decision making
process about the issue, and write a position paper or make a presentation on how the issue
should be resolved.
Objective: Students will choose an issue that is relevant to their community or state, research
causes and solutions, and create legislation to address the issue in the form of a digital
presentation.
Student Role: The student will work with a partner to brainstorm issues, their causes, and
propose a solution in the form of a multimedia presentation.
Audience: Classmates and members of the community
Format: Multimedia presentation such as Prezi or Emaze.
Topic: Discovering issues within the community and creating possible solutions in the form of a
bill or amendment.

Directions:
1. Choose a partner.
2. Compile a list of all the issues or problems that you and your partner believe exist within
your community or state and choose one issue which your group would like to address
and create a bill regarding.
3. Research all the possible causes of the issue that you have picked and possible solutions.

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4. Create an outline of the issue, its causes, and which solutions you will apply for each of
the problems in order to improve them.
5. Decide which multimedia presentation you will be using and create a minimum of 8
slides introducing topic, addressing issues, naming solutions, and a slide containing your
bill or proposal to solve the issue.
Resources:
1.

Prezi
http://www.prezi.com
2. Emaze
http://www.emaze.com
3. Tennessee Government Website
tn.gov
4. Community Problem Solving
http://www.unesco.org/education/tlsf/mods/theme_d/mod27.html

Assessment: Partner Brainstorming Sheet 10%, Outline 20%, Presentation 40%, Bill/Proposal
30%.

RAFT Row 3
Identified Grade Level: 7-12

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Standard Aligned to Objective:
ISTE Standard: Students apply digital tools to gather, evaluate, and use information. a. Plan
strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media c. Evaluate and select information sources and
digital tools based on the appropriateness to specific tasks.
Tennessee State Standard: 6.1. Culture: Culture encompasses similarities and differences among
people including their beliefs, knowledge, changes, values, and traditions.
Objective: Students will pick a historical event and research and analyze a minimum of 2
primary sources concerning the event.
Student Role: Student will pick an event, research it, and analyze sources that may reflect a
different attitude or view of the historical event. Then the students will decide which one they
agree with more and construct a newspaper article using the primary source.
Audience: Classmates
Format: Newspaper Article, Short Essay
Topic: Different Sides of History: Determining what Actually Happened

Directions:
1. Pick a historical event of your choice.
2. Research the basics of the event. (Who, What, Where, When, and Why?)
3. Look for primary source documents about the historical event that you have chosen
(Interviews, Journals, Diaries, etc). You will need to pick at least two and they must be

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from people that would have differing views. (white/black, male/female, factory
owner/factory worker, railroad worker/Native American, poor/rich, immigrant/citizen,
etc.)
4. Summarize each of the accounts that you have chosen to use.
5. Compare the primary source accounts to the historical research you have conducted and
determine what you believe actually happened.
6. Write a newspaper article about the event using the primary sources that you have chosen
as a reference.
Resources:
1.

Freedmans Bureau
http://www.freedmansbureau.com
2. Catalog of Historical Events
http://www.besthistorysites.net/index.php/research
3. National Archive of Events
http://www.archives.gov/

Assessment: Topic Research 40%, Primary Sources 20%, Newspaper Article 40%.

Differentiating Instruction through Technology


Student Centered Technology
Technology in the classroom is not just designed to make a teachers life a little easier
when it comes to presenting material. Rather, technology can serve multiple purposes at once
including expanding educational opportunities, differentiating instruction, and reaching the
students who are often labeled as unreachable.

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Technology to Differentiate Instruction
Reading Rockets: Literacy is not only important for our students, it is crucial to success in
every aspect of the learning environment. Unfortunately, about 40% of fourth graders in the
United States tested below average in reading and writing in 2014 (Rasco, 2015). This means
that on average almost half of our students in the elementary level are having issues reading and
comprehending what they are reading. Reading Rockets, however, proposes a solution to this
issue that parents and students can use in or out of the classroom. This site includes tips for
improving reading skills, daily reading exercises, and even resources to get further literacy
enrichment (Gunther, 2015). With tools such as reading rocket, the parent and student alike can
play a larger role in student success, not just the teacher. Sites like this may also help boost
student confidence in addressing their literacy needs because they can do this in their own home
and not have to be singled out for special classes or programs.
AirLiners: In a classroom with an average of 24 students, there is a very good chance there are
going to be several different types of learners. The key to managing this as a teacher is being
able to realize how your students learn, at what pace they are learning, and what skills they are
best at already. By incorporating these three things into the lesson, there is a greater likelihood
that every student will be able to achieve success (Hobgood, 2014). One way to do differentiate
instruction in a classroom where there are several types of learners is to use a program called
AirLiner. This program allows students to access what their strengths and weaknesses are in the
classroom, move at their own pace, and capitalize the skills that they are best at (Rubenstein,
2010). If students can not only see their success, but also incorporate that success into other
aspects of learning the students success in other aspects of the learning environment will also
improve.

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ReadWriteThink: No matter what content the teacher is teaching or what grade level it is being
taught at, literacy is crucial. With hundreds of resources available, teachers are no longer limited
to only teaching literacy during class time. Websites such as readwritethink allow students to
engage in interactive activities that allow them to expand their reading, writing, and analyzing
skills (Tenkely,2015). Not only can this tool be used to help students practice these skills inside
and outside of the classroom, but it can also be used as a review tool for students to use if they
are having difficulty in the classroom or if they are out of school over breaks and want to make
sure they are still retaining information.
Pros and Cons
As with any improvement being made to a system, there are going to be pros and cons to
the new ways of doing things. One of the pros to these resources is their accessibility. Most,
such as Reading Rockets, can be accessed at home and for free. The downfall to this program,
for example, is that it relies on the parent to also be a part of their students learning progress
when they are outside of the classroom. Another con that can be addressed with all of these
programs is the assumption that every classroom even has access to these tools, such as AirLiner.
In some schools the budget and resources are so tight and scarce that no matter how great these
tools would be in the classroom there simply isnt the ability to incorporate them. One other
aspect of all of these technologies to take into account is the group that the teacher is targeting.
While some of these tools may be aimed at the learner with learning disabilities, it is leaving the
other students in the classroom without these disabilities out of the loop. The amount of time it
would take the teacher to learn and incorporate this technology is also another disadvantage.
Conclusion
In conclusion, with all the resources and tools available for the classroom today, teaching any

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group of students should be obtainable. Teachers tend to shy away from students with extra
needs and learning disabilities because of the amount of differentiation that would have to occur
with these students. Thanks to the hundreds of programs and the technology at a teachers
fingertips, the teacher has the ability to reach every student in her classroom and help each
student to be successful.

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References
Gunther, Noel. "Fun Stuff." Reading Rockets. WETA, 2015. Web. 22 Mar. 2015.
Hobgood, Bobby, ED.D, and Lauren Ormsby. "7 Inclusion in the 21st-century Classroom:
Differentiating with Technology." Inclusion in the 21st-century Classroom:
Differentiating with Technology. LEARN NC, Mar. 2011. Web. 22 Mar. 2015.
Rasco, Carol H. "Literacy Issues." Literacy Issues. RIFF, 2015. Web. 19 Mar. 2015.
Rubenstein, Grace. "Ten Tips for Personalized Learning via Technology."Edutopia. Edutopia, 26
Apr. 2010. Web. 22 Mar. 2015.
Tenkely, Kelly. "Using Technology to Differentiate Instruction." Teaching Community.
Teaching Community, 2015. Web. 21 Mar. 2015.