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. (PSC 2.5/ISTE 2e)
differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including
readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
Artifact: Lesson Plan - ITEC 7430
Reflection:
The artifact that best represents standard 2.5 is the differentiation component of the lesson plan project that was created for ITEC 7430. Students used NetTrekker to research their choice of several famous Americans. The teacher provided a research guide to help students get started. Students were able to choose one of two projects that they would like to gathered information to complete. The first choice was an audio project including the informational report or interview, sound effects, and/or music. The second choice was a slideshow of student-created or free use gathered pictures. All completed projects were uploaded to the class wiki sites to share with outside audiences.
This artifact demonstrates mastery of this standard because the design of the lesson incorporates technology-enhanced learning experiences using NetTrekker, Audacity, PhotoStory and Flickr while incorporating appropriate use of differentiation. One content differentiation that was offered was that the students had a choice on the person they wanted to research. Two process accommodations were also incorporated into the lesson by giving the students the choice to work in groups or individually and also a choice of product was provided. Students completed a learning style survey before choosing projects to see which audio or video they might be better suited. Students also shared their strengths and weaknesses as far as reading, writing, speaking, and using the computer. This information was used to pair the students with partners that would complement their strengths if they chose to collaborate with other classmates. This artifact impacts student learning by tapping into the individual needs of students. Students were given choices in content, process, product, and learning environment to address these needs.
As a result of completing this artifact, I learned that it is very important to incorporate differentiation into my instruction. All students have strengths and weaknesses. By providing different opportunities for students to have a choice in content, process, product, and/or learning environment students are more likely to be engaged and perform at higher levels. If I were to reteach this lesson again, I would choose a different site other than my class Wiki site to publish my students’ projects. The Wiki site was very difficult to upload the projects but most importantly it was hard for viewers to post a comment. The purpose of posting the projects is to allow outside audiences to post comments and the Wiki sites makes this very difficult. Next time, I will post the projects to my class website or onto an Edmodo account.
Reflection:
The artifact that best represents standard 2.5 is the differentiation component of the lesson plan project that was created for ITEC 7430. Students used NetTrekker to research their choice of several famous Americans. The teacher provided a research guide to help students get started. Students were able to choose one of two projects that they would like to gathered information to complete. The first choice was an audio project including the informational report or interview, sound effects, and/or music. The second choice was a slideshow of student-created or free use gathered pictures. All completed projects were uploaded to the class wiki sites to share with outside audiences.
This artifact demonstrates mastery of this standard because the design of the lesson incorporates technology-enhanced learning experiences using NetTrekker, Audacity, PhotoStory and Flickr while incorporating appropriate use of differentiation. One content differentiation that was offered was that the students had a choice on the person they wanted to research. Two process accommodations were also incorporated into the lesson by giving the students the choice to work in groups or individually and also a choice of product was provided. Students completed a learning style survey before choosing projects to see which audio or video they might be better suited. Students also shared their strengths and weaknesses as far as reading, writing, speaking, and using the computer. This information was used to pair the students with partners that would complement their strengths if they chose to collaborate with other classmates. This artifact impacts student learning by tapping into the individual needs of students. Students were given choices in content, process, product, and learning environment to address these needs.
As a result of completing this artifact, I learned that it is very important to incorporate differentiation into my instruction. All students have strengths and weaknesses. By providing different opportunities for students to have a choice in content, process, product, and/or learning environment students are more likely to be engaged and perform at higher levels. If I were to reteach this lesson again, I would choose a different site other than my class Wiki site to publish my students’ projects. The Wiki site was very difficult to upload the projects but most importantly it was hard for viewers to post a comment. The purpose of posting the projects is to allow outside audiences to post comments and the Wiki sites makes this very difficult. Next time, I will post the projects to my class website or onto an Edmodo account.