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: ITEC 7430 Internet Lesson Plan: Biome Blog Project
Reflection:
The Biome Blog Project, the internet lesson plan for ITEC 7430, was an online learning experience created to enhance student communication via technology to a greater audience and allowed for an easy opportunity to effectively differentiate the learning experience. Students were to use a blog platform to generate an ongoing blog about each of the world’s biomes, discussing the characteristics, plants, animals, and impact of humans of each. Students were able to choose the type of digital tools to incorporate into their blog posts throughout the project. Though this project was created as an individual class assignment, it was generated collaboratively with my co-teacher and with the support of the instructional supervisor.
Standard 2.5, Differentiation, asks that candidates demonstrate the ability to “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). This artifact, demonstrates my ability to model the ability to use technology to differentiate, specifically by adjusting the product: the project was designed to allow student choice on the digital product used in each blog post, based on the digital tools that interested them. I also allowed students to do the posts at their own pace within the allotted deadlines, differentiating the process. This project was successfully implemented in the spring of 2014 and students noted when surveyed that one of the primary advantages of this project was being able to complete it at their own pace as long as deadlines were met, a differentiation strategy of process, and being able to choose products aligned with the learner characteristics, in this case, their interests.
One of the most valuable pieces of knowledge I gained from this learning experience was the power of student choice. Prior to this experience, I had used technology to adjust content and learning environment but students responded exceedingly above my expectations due to the fact that I let them choose their products. If I were to go back and do this project again, I actually would design it so that it would be ongoing for the entire year. This project only targeted a particular set of content but looking back, it would have been incredible to see what students could do with other content in the same manner. I had students say numerous times that they wished they had been doing the blog the whole year and felt they could have benefited from the experience.
The impact on student learning was assessed during the project and immediately after its completion. The statements made by students throughout the project showed that they enjoyed it and felt they learned much more than from traditional assignments. Student mastery of content was evident in the blog posts, no matter which product was chosen to complete the post. Once the project was complete, I shared the results with the rest of the faculty. Since then, many teachers, especially language arts teachers, have implemented regular blog posting into their curriculum so the project, though done in a single classroom, had a positive impact on faculty development and school improvement as a whole.
The Biome Blog Project, the internet lesson plan for ITEC 7430, was an online learning experience created to enhance student communication via technology to a greater audience and allowed for an easy opportunity to effectively differentiate the learning experience. Students were to use a blog platform to generate an ongoing blog about each of the world’s biomes, discussing the characteristics, plants, animals, and impact of humans of each. Students were able to choose the type of digital tools to incorporate into their blog posts throughout the project. Though this project was created as an individual class assignment, it was generated collaboratively with my co-teacher and with the support of the instructional supervisor.
Standard 2.5, Differentiation, asks that candidates demonstrate the ability to “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). This artifact, demonstrates my ability to model the ability to use technology to differentiate, specifically by adjusting the product: the project was designed to allow student choice on the digital product used in each blog post, based on the digital tools that interested them. I also allowed students to do the posts at their own pace within the allotted deadlines, differentiating the process. This project was successfully implemented in the spring of 2014 and students noted when surveyed that one of the primary advantages of this project was being able to complete it at their own pace as long as deadlines were met, a differentiation strategy of process, and being able to choose products aligned with the learner characteristics, in this case, their interests.
One of the most valuable pieces of knowledge I gained from this learning experience was the power of student choice. Prior to this experience, I had used technology to adjust content and learning environment but students responded exceedingly above my expectations due to the fact that I let them choose their products. If I were to go back and do this project again, I actually would design it so that it would be ongoing for the entire year. This project only targeted a particular set of content but looking back, it would have been incredible to see what students could do with other content in the same manner. I had students say numerous times that they wished they had been doing the blog the whole year and felt they could have benefited from the experience.
The impact on student learning was assessed during the project and immediately after its completion. The statements made by students throughout the project showed that they enjoyed it and felt they learned much more than from traditional assignments. Student mastery of content was evident in the blog posts, no matter which product was chosen to complete the post. Once the project was complete, I shared the results with the rest of the faculty. Since then, many teachers, especially language arts teachers, have implemented regular blog posting into their curriculum so the project, though done in a single classroom, had a positive impact on faculty development and school improvement as a whole.