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: Online Learning Experience
Reflection:
The Online Learning Experience artifact was created in ITEC 7481. By using a blended model in my classroom, I effectively incorporated technology into my classroom and more specifically into differentiation.
The online modules I designed and implemented allowed my students to work at a pace that they are comfortable with. It allowed students to work with their strengths. Throughout the modules there are many different forms of differentiation that will take place. I have differentiated for students by their Lexile level (content), the order they can complete the assignments (process), and by product giving students choices on which product to complete. Also by allowing students to work in online and face-to-face environments, I differentiated by their learning environment as well. In the beginning of the course, students took a multiple intelligence survey to see which style they learn best in. I took that information and used it to help differentiate based on learner characteristics. I also used a pre-assessment of the content to determine the readiness level of each student. This helped me to group students by ability and weakness. I have taken differentiation into consideration throughout the course of designing the unit for my students.
While working on this document, I really learned how to differentiate in ways that had not previously occurred to me as differentiation or as a way to differentiate. It did not occur to me that allowing students to work in online and face-to-face environments was considered differentiation prior to this experience. If I had this to do over again, I would have completed this online unit with more students. Scheduling conflicts prevented me from completing this with a full class.
This artifact impacted student learning. It can be assessed through the students knowledge, understanding, and curiosity about recycling. Those students are have now started a recycling team at our school since the end of that project. They have moved past the requirements of the standard and put the knowledge into action.
The Online Learning Experience artifact was created in ITEC 7481. By using a blended model in my classroom, I effectively incorporated technology into my classroom and more specifically into differentiation.
The online modules I designed and implemented allowed my students to work at a pace that they are comfortable with. It allowed students to work with their strengths. Throughout the modules there are many different forms of differentiation that will take place. I have differentiated for students by their Lexile level (content), the order they can complete the assignments (process), and by product giving students choices on which product to complete. Also by allowing students to work in online and face-to-face environments, I differentiated by their learning environment as well. In the beginning of the course, students took a multiple intelligence survey to see which style they learn best in. I took that information and used it to help differentiate based on learner characteristics. I also used a pre-assessment of the content to determine the readiness level of each student. This helped me to group students by ability and weakness. I have taken differentiation into consideration throughout the course of designing the unit for my students.
While working on this document, I really learned how to differentiate in ways that had not previously occurred to me as differentiation or as a way to differentiate. It did not occur to me that allowing students to work in online and face-to-face environments was considered differentiation prior to this experience. If I had this to do over again, I would have completed this online unit with more students. Scheduling conflicts prevented me from completing this with a full class.
This artifact impacted student learning. It can be assessed through the students knowledge, understanding, and curiosity about recycling. Those students are have now started a recycling team at our school since the end of that project. They have moved past the requirements of the standard and put the knowledge into action.