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 Project
Reflection
The Historical Figures webquest that I created was a project that I created in class to present a project that was able to be completed by all students. I implemented the project with differentiation in mind. The webquest I created was based on a couple of the historical figures that the students were studying. I created different banks of links in the websites for the students to use based on their reading level that still provided the same information that the content standards required them to learn for the unit.
Students at all readiness levels would be able to complete this project and be engaged by using the technology-enhanced learning experiences of the webquest to learn. Before I began any research into links, I had to look at the learner characteristics of my class. There are a lot of students who are at remedial reading with a few students on level and a couple that were above average. The webquest was given to students to explore based on their level of learning. Students who were having difficulty with reading were provided more listening tools to learn the same facts and information to the higher level students who had higher level reading and more components to go deeper into a historical figure’s life. I designed the lesson based around the content standards and provided the implementation of the lesson to the students. I modeled moving through a webquest for the students and facilitated them moving through the website and provided troubleshooting for them as they went through the sites. The mastery of this standard was the overwhelming positive response from the students, even the reluctant readers who received sites with lots of visuals and
I learned that working on this project that there were a lot of resources online and it taught me the importance of reviewing student appropriate sites because even in websites that seem okay for students may have some things you cannot add. This is a lesson to really pass on to faculty when coaching regarding what readiness level students are at before adding random sites that may be too difficult or confusing because someone said it was for a student but it was too adult centered regarding delivery of the material. It also showed how you have to adjust content and product to meet all learners. I worked through lots of various websites to find content that would be understandable to all levels of learners. I advised students while they worked in certain groups, they needed to navigate through the right portal in the website so they find information regarding historical figures that they would be able to understand at their level. For example, for my low readers, I included more video clips and readings that were at an appropriate level for them.
If I had more time to work with this project to do it differently, I would probably have incorporated some kind of pretest in the webquest. I think it is important for knowing the readiness level of the student. It is important to know if your students are ready for this type of project with this kind of depth. It would have helped with creating a part in the webquest that was at the level of the student when it comes to given them a technology-enhanced learning experience that does not frustrate the student. I did see a few students who struggled but did not want to admit it because they were worried they may be told to leave the computer. You want to provide a webquest that will have students at all learning levels comfortable.
I think this artifact impacted school improvement by learning how to create authentic work through technology not just with students but with teachers. Student learning will be able to be assessed through the projects they create. Teachers can be assessed on the type of webquest they created for the students. Is it at a higher order thinking? Are the students going to be engaged enough to show understanding in the learning? Maybe the coach is needed to work with both in order to make sure everyone is ready to take on these types of digital product.
The Historical Figures webquest that I created was a project that I created in class to present a project that was able to be completed by all students. I implemented the project with differentiation in mind. The webquest I created was based on a couple of the historical figures that the students were studying. I created different banks of links in the websites for the students to use based on their reading level that still provided the same information that the content standards required them to learn for the unit.
Students at all readiness levels would be able to complete this project and be engaged by using the technology-enhanced learning experiences of the webquest to learn. Before I began any research into links, I had to look at the learner characteristics of my class. There are a lot of students who are at remedial reading with a few students on level and a couple that were above average. The webquest was given to students to explore based on their level of learning. Students who were having difficulty with reading were provided more listening tools to learn the same facts and information to the higher level students who had higher level reading and more components to go deeper into a historical figure’s life. I designed the lesson based around the content standards and provided the implementation of the lesson to the students. I modeled moving through a webquest for the students and facilitated them moving through the website and provided troubleshooting for them as they went through the sites. The mastery of this standard was the overwhelming positive response from the students, even the reluctant readers who received sites with lots of visuals and
I learned that working on this project that there were a lot of resources online and it taught me the importance of reviewing student appropriate sites because even in websites that seem okay for students may have some things you cannot add. This is a lesson to really pass on to faculty when coaching regarding what readiness level students are at before adding random sites that may be too difficult or confusing because someone said it was for a student but it was too adult centered regarding delivery of the material. It also showed how you have to adjust content and product to meet all learners. I worked through lots of various websites to find content that would be understandable to all levels of learners. I advised students while they worked in certain groups, they needed to navigate through the right portal in the website so they find information regarding historical figures that they would be able to understand at their level. For example, for my low readers, I included more video clips and readings that were at an appropriate level for them.
If I had more time to work with this project to do it differently, I would probably have incorporated some kind of pretest in the webquest. I think it is important for knowing the readiness level of the student. It is important to know if your students are ready for this type of project with this kind of depth. It would have helped with creating a part in the webquest that was at the level of the student when it comes to given them a technology-enhanced learning experience that does not frustrate the student. I did see a few students who struggled but did not want to admit it because they were worried they may be told to leave the computer. You want to provide a webquest that will have students at all learning levels comfortable.
I think this artifact impacted school improvement by learning how to create authentic work through technology not just with students but with teachers. Student learning will be able to be assessed through the projects they create. Teachers can be assessed on the type of webquest they created for the students. Is it at a higher order thinking? Are the students going to be engaged enough to show understanding in the learning? Maybe the coach is needed to work with both in order to make sure everyone is ready to take on these types of digital product.