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 and Implementation
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The above screencast serves as my artifact for this element. One of the class requirements for ITEC 7430 was to develop and implement a lesson plan using one of the Internet Tools we learned about during class. For this project I integrated Wikispaces, Google Forms, Wordle, Youtube, and our kid friendly search engine - Nettreker. This video is a description of an internet lesson I designed for my social studies students. The topic is Minimum Wage Laws in the United States. Students completed numerous activities within this assignment and turned in a culminating project about the differeing viewpoints about the minium wage. My differentiation strategies are discussed around the 2:55 mark of the screencast.
For this project I considered different learner characteristics including readiness levels and personal interests and goals, then differentiatated in both the process and product. Special needs students low in reading comprehension were given a vocabulary list of some of the more challenging words from the assigned reading. They defined these terms on notecards using their own technology to access dictionary.com or another online dictionary. They were also tasked with viewing the assigned videos and asked to identify the video’s message. Did the videos favor a minimum wage increase or were they against a minimum wage increase? I differentiated through process by allowing students a choice in both their final product and their video analysis. For the final product, in addition to the products offered in the on-level assignment, special education students had the option to create a “protest poster” advocating for their position on the minimum wage. For the video analysis, students could either identify the intent of the videos through a one on one verbal exchange (which proved to be particularly useful for learners who struggle with writing) with the teacher (either me or my para professional) or write a short description of the video describing the intent to either raise or not raise the minimum wage.
Struggeling readers have a very difficult time understanding the assigned op-ed articles, but they were able to grasp the meaning of and intent of the youtube videos. These same students also have difficulty in learning how to navigate around Wikispaces and Wordle. I'll adjust the project next time by having them show their understanding of the vocabulary terms in a sentence. I will adjust this project further by either forgoing the required reading for these students or pairing them with an on-level peer.
The project enhanced my curriculum and thoroughly engaged the students. I will share my efforts with my fellow social studies teachers, which will give our school a fresh, hands on, 21st centry lesson they will be able to use for themselves. This will enhance our overall faculty development because the project can be easily modified for different grade levels.
For this project I considered different learner characteristics including readiness levels and personal interests and goals, then differentiatated in both the process and product. Special needs students low in reading comprehension were given a vocabulary list of some of the more challenging words from the assigned reading. They defined these terms on notecards using their own technology to access dictionary.com or another online dictionary. They were also tasked with viewing the assigned videos and asked to identify the video’s message. Did the videos favor a minimum wage increase or were they against a minimum wage increase? I differentiated through process by allowing students a choice in both their final product and their video analysis. For the final product, in addition to the products offered in the on-level assignment, special education students had the option to create a “protest poster” advocating for their position on the minimum wage. For the video analysis, students could either identify the intent of the videos through a one on one verbal exchange (which proved to be particularly useful for learners who struggle with writing) with the teacher (either me or my para professional) or write a short description of the video describing the intent to either raise or not raise the minimum wage.
Struggeling readers have a very difficult time understanding the assigned op-ed articles, but they were able to grasp the meaning of and intent of the youtube videos. These same students also have difficulty in learning how to navigate around Wikispaces and Wordle. I'll adjust the project next time by having them show their understanding of the vocabulary terms in a sentence. I will adjust this project further by either forgoing the required reading for these students or pairing them with an on-level peer.
The project enhanced my curriculum and thoroughly engaged the students. I will share my efforts with my fellow social studies teachers, which will give our school a fresh, hands on, 21st centry lesson they will be able to use for themselves. This will enhance our overall faculty development because the project can be easily modified for different grade levels.