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)
Artifact: Multimedia Design Project and Report
Reflection:
The Multimedia project highlights my ability to differentiate student learning based on the students' needs, interests, and ability levels. The objective of the project, which I created in ITEC 7445, was for the students, acting as anthropologist, to discover and explore the influences of ancient Roman culture on modern Western culture. Each student selected an area on which to focus their research, such as art, literature, law, or medicine. They students selected a partner who shared the same interest. As a collaborative team, the students researched the topic and created a wikipage and presentation to share their research with a wider audience.
For the Multimedia WebQuest project, differentiation was achieved in a variety of ways. One of these ways was interest level. Students were paired up according to interest in the particular research topics. The students had the opportunity to select their research topic. For content differentiation, my accelerated students were asked to write an explanation for each photo/image they posted on their Wikispaces page. In this explanation, the advanced students justified why this image reflected Roman influences on modern culture. Also, graphic organizers were provided to help students, especially lower performing students, record and organize their research. These graphic organizers were provided in both digital and paper formats. For differentiation of process, a variety of resources, (videos, books, and websites) were provided for research. For the final product, students are able to choose how they shared their information on the Wikispaces page. They could create basic webpage or multimedia presentation. The ability to choose will enable them to demonstrate mastery of the content in their preferred method.
Creating this lesson provided me with new skills and knowledge. I learned how to create a WebQuest and how to use a variety of digital tools including Voki, Vocaroo, Weebly, and Wikispaces. I gained new implementation strategies and trouble-shooting skills. Most importantly, I gained valuable expertise in using technology to differentiate my lessons. I discovered methods of differentiating by content, interests, abilities, process, and product. Through the implementation of this lesson, I found that I could meet the varying needs of my students and assist each one in performing at the level appropriate to them. If I were to redesign this lesson, I would create and share a sample wikipage in advance. This resource would help the students understand what is expected of them.
The effects of this lesson can be seen in my classroom as well as throughout the school. I had such positive results from this lesson that I helped others create similar lessons. During a workshop, I shared the knowledge and skills with my department. In small groups, the teachers created WebQuests for their classes. I felt it necessary to share this instructional strategy with others because my students enjoyed the lesson so much. Since they students were able to choose their research topic, they were excited to research it. Additionally, the students were enthusiastic to create the wikipage since their final product was to be viewed by a wide audience via the Internet. During this project, the students were active participants in constructing their own knowledge. The increased engagement led to an increase in student achievement on classroom assessments, both formative and summative. The effects would be seen in perception surveys, classroom observations, and assessments.
The Multimedia project highlights my ability to differentiate student learning based on the students' needs, interests, and ability levels. The objective of the project, which I created in ITEC 7445, was for the students, acting as anthropologist, to discover and explore the influences of ancient Roman culture on modern Western culture. Each student selected an area on which to focus their research, such as art, literature, law, or medicine. They students selected a partner who shared the same interest. As a collaborative team, the students researched the topic and created a wikipage and presentation to share their research with a wider audience.
For the Multimedia WebQuest project, differentiation was achieved in a variety of ways. One of these ways was interest level. Students were paired up according to interest in the particular research topics. The students had the opportunity to select their research topic. For content differentiation, my accelerated students were asked to write an explanation for each photo/image they posted on their Wikispaces page. In this explanation, the advanced students justified why this image reflected Roman influences on modern culture. Also, graphic organizers were provided to help students, especially lower performing students, record and organize their research. These graphic organizers were provided in both digital and paper formats. For differentiation of process, a variety of resources, (videos, books, and websites) were provided for research. For the final product, students are able to choose how they shared their information on the Wikispaces page. They could create basic webpage or multimedia presentation. The ability to choose will enable them to demonstrate mastery of the content in their preferred method.
Creating this lesson provided me with new skills and knowledge. I learned how to create a WebQuest and how to use a variety of digital tools including Voki, Vocaroo, Weebly, and Wikispaces. I gained new implementation strategies and trouble-shooting skills. Most importantly, I gained valuable expertise in using technology to differentiate my lessons. I discovered methods of differentiating by content, interests, abilities, process, and product. Through the implementation of this lesson, I found that I could meet the varying needs of my students and assist each one in performing at the level appropriate to them. If I were to redesign this lesson, I would create and share a sample wikipage in advance. This resource would help the students understand what is expected of them.
The effects of this lesson can be seen in my classroom as well as throughout the school. I had such positive results from this lesson that I helped others create similar lessons. During a workshop, I shared the knowledge and skills with my department. In small groups, the teachers created WebQuests for their classes. I felt it necessary to share this instructional strategy with others because my students enjoyed the lesson so much. Since they students were able to choose their research topic, they were excited to research it. Additionally, the students were enthusiastic to create the wikipage since their final product was to be viewed by a wide audience via the Internet. During this project, the students were active participants in constructing their own knowledge. The increased engagement led to an increase in student achievement on classroom assessments, both formative and summative. The effects would be seen in perception surveys, classroom observations, and assessments.