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Interactive and Collaborative Approaches
Social interactions in the classroom have numerous benefits for learning (Ormrod, pg. 436).

1. Teacher-Student Interactions
2. Student-Student Interactions

Six Interactive Instructional Stratagies
1. Teacher Questions
2. Class Discussions
3. Reciprocal Teaching
4. Cooperative Learning
5. Peer Tutoring
6. Technology-Based Collaborative Learning

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Educators Say Good Morning to Students—Via Video

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group differences - consistently observed differences (on average) among diverse groups of students (Ormrod, pg. 104)

1. Cultural and Ethnic Differences
2. Gender Differences
3. Socioeconomic Differences
4. Students at Risk

individual differences - diversity in abilities and characteristics among students at a particular age and within any given group.

1. Intelligence
2. Cognitive Styles
3. Students with Special Needs

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Access-enhancing technology -- long seen as a tool exclusively for special-needs students -- will become more widely adapted in the coming year as a means of personalizing instruction for all learners. Reenvisioning uses for targeted technology, and the redefinition of what constitutes a special need, already have begun.

Froma Cummings, director of assistive technology and textbook accessibility for the Arizona Department of Education, saw this coming as she witnessed a familiar scenario in her state's schools: A child with a disability is included in a mainstream classroom, the general education teacher there uses technological tools to help the student access the standard curriculum, and, sooner or later, the teacher realizes, "Wait a sec -- this gizmo that helps Jenny overcome her reading disability could really help these other five children who are struggling to keep up in the novel we're reading, and these other six who are just learning English."

Take, for example, IntelliTools's IntelliKeys keyboard, whose touch-sensitive pad can be tailored to show large-type or pictorial keys. The tool debuted in the special education market, Cummings says, but now is used for nondisabled students who struggle with conventional keyboards. Even in the ubiquitous Microsoft Word software, text-to-speech tools and summarizing functions (which help students draw themes from text) provide multiple entry points into content for students with varied strengths and weaknesses. The explosion of educational software and hardware offers something to accommodate just about every learning style.

The integration of "universally designed technology" (the current term for products designed to be accessible to people with diverse needs) has been slow going across the country; consultant Lisa Wahl estimates that schools typically use only 10 percent of the capabilities of the technology they have. But it's getting a boost this year from a little-heralded federal law called the National Instructional Materials Accessibility Standard (NIMAS). This piece of the Individuals with Disabilities Education Act of 2004 mandates that, beginning August 18, 2006, all publishers provide a digital version of every textbook they sell. The digital format the law requires, XML, will allow states, resource centers, and other entities to manipulate almost any kind of content (text, audio, video, image) into almost any kind of format (excerpts, text-to-speech, Braille, and various fonts) on any platform (computer, Web site, cell phone, PDA).

David Rose, director of the education-technology research group CAST, which helped design NIMAS, expects the first XML books to debut this school year, as scheduled. He predicts that the landmark law will produce only small ripples at first, benefiting the most severely disabled students. "Over the longer term, however," Rose says, "NIMAS will foreshadow a sea change in publishing and teaching. Teachers will come to expect, and then demand, materials that are flexible enough to meet the challenge of the diversity in all their students."

Grace Rubenstein is a former senior producer at Edutopia.

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Digital Diversity: Engaging All Students in Education

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Access-enhancing technology -- long seen as a tool exclusively for special-needs students -- will become more widely adapted in the coming year as a means of personalizing instruction for all learners. Reenvisioning uses for targeted technology, and the redefinition of what constitutes a special need, already have begun.

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action research- Research conducted by teachers and other school personnel to address issues and problems in their own schools or classrooms

Steps
1. Identify and area of focus
2. Collect Data
3. Analyze and interpret data
4. Develop an action plan

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Case Study on the impacts of digital note taking on student math achievement. 

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Case Study on the impacts of digital note taking on student math achievement. 

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Types of assessments
*Formative/Summative
* Informal/Formal
* Paper-pencil/Performance Assessment
* Traditional/Authentic
* Standardized/Teacher-Developed
* Criterion referenced/Norm-referenced

Important qualities of good assessments
* Reliability
* Standardization
* Validity
* Practicality

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Assessment in Education: Top 14 Examples

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motivation- Inner state that energizes, directs and sustains behavior

extrinsic- motivation resulting from factors external to the individual and unrelated to the task being performed

intrinsic- Motivation resulting from internal personal characteristics or inherent in the task being performed

Basic Human's needs
Arousal
Competence or self worth
Self determination
Relatedness

Maslow's Hierarchy of needs
5. Need for self actualization
4. Esteem needs
3. Love and belonging needs
2. Safety needs
1. Physiological needs