2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
Artifact - Lesson Plan Project
For standard 2.5, I selected the lesson plan project I completed for ITEC 7430, Internet Tools for the Classroom. My task was to create a lesson plan to teach the content standards using 3 or more Web 2.0 tools in the process. As a media specialist, this assignment required that I collaborate with a classroom teacher. I worked with a 12th grade English teacher whom I knew to embrace technology in her classroom.
This project incorporated differentiation on many levels. Students were allowed to work in groups, selecting their own partners. Differentiation occurred as students chose, among themselves, which member of the group held primary responsibility for which tasks. The assignments ranged in difficulty so that students could best find a task suitable to their level of knowledge and technical skill.
Differentiation also occurred in the number and type of tasks they had to complete: contributing to a digital timeline, creating an online presentation, developing a teaching brochure, producing a 5-question quiz, and self-reflecting through screencast. Some of the tasks concerned content while other parts emphasized process or product. The assignments were varied enough that each student could find something that was on the appropriate readiness and interest level. Students with disabilities had added support from the classroom co-teacher.
Last, the environment was differentiated. Some of the work was done in the classroom, some in the media center, and some in the computer lab. At times the whole class was using the computers. During the self-reflection portion, only a few students at a time went to the computer lab to record their individual screencasts.
From this artifact, I learned what a powerful tool technology can be for differentiation. It is so easy to incorporate Web 2.0 tools that consider different learner characteristics in order to adjust content, process, product, and learning environment for effective, learner-centered instruction. If I had to do it over, I would remove Timetoast tool that did not work well for the lesson. I might also substitute the response pad element with Kahoot!, a Web 2.0 tool which simulates a response pad using student phones. It would save time and achieve the same purpose. It would also give students a reason to use their cell phones which are always in their hands anyway.
This artifact impacted school improvement by integrating technology into instruction as stipulated in our School Improvement Plan. It impacted professional learning by challenging the collaborating teachers to find ways to integrate technology for differentiation. It impacted student learning by addressing a variety of learner characteristics and engaging students through technology.
This project incorporated differentiation on many levels. Students were allowed to work in groups, selecting their own partners. Differentiation occurred as students chose, among themselves, which member of the group held primary responsibility for which tasks. The assignments ranged in difficulty so that students could best find a task suitable to their level of knowledge and technical skill.
Differentiation also occurred in the number and type of tasks they had to complete: contributing to a digital timeline, creating an online presentation, developing a teaching brochure, producing a 5-question quiz, and self-reflecting through screencast. Some of the tasks concerned content while other parts emphasized process or product. The assignments were varied enough that each student could find something that was on the appropriate readiness and interest level. Students with disabilities had added support from the classroom co-teacher.
Last, the environment was differentiated. Some of the work was done in the classroom, some in the media center, and some in the computer lab. At times the whole class was using the computers. During the self-reflection portion, only a few students at a time went to the computer lab to record their individual screencasts.
From this artifact, I learned what a powerful tool technology can be for differentiation. It is so easy to incorporate Web 2.0 tools that consider different learner characteristics in order to adjust content, process, product, and learning environment for effective, learner-centered instruction. If I had to do it over, I would remove Timetoast tool that did not work well for the lesson. I might also substitute the response pad element with Kahoot!, a Web 2.0 tool which simulates a response pad using student phones. It would save time and achieve the same purpose. It would also give students a reason to use their cell phones which are always in their hands anyway.
This artifact impacted school improvement by integrating technology into instruction as stipulated in our School Improvement Plan. It impacted professional learning by challenging the collaborating teachers to find ways to integrate technology for differentiation. It impacted student learning by addressing a variety of learner characteristics and engaging students through technology.