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.
Artifact:
Reflection:
In this presentation, we were placed into groups and asked to choose a piece of technology that could promote a great deal of differentiation in the classroom. Our group chose “Wising up to Wikis” as our presentation piece. During the course of the presentation, we outlined the many ways teachers could use wikis in the classroom to promote group interaction and differentiation. We shared wiki applications across all content areas, and researched examples of wikis that we could share with our colleagues. I then used the wiki concept with the teacher I was to coach for this semester, and actually put my theory into action!
This artifact demonstrated mastery of Standard 2.5 on Differentiation because the use of wikis allows teachers to differentiate content, process, product, and learning environment based on an analysis of learner characteristics. As evidenced by the actual experience in the classroom, I was able to see how wikis could be used to differentiate in a variety of ways. In my practical experience, we grouped students by ability and gave differentiated assignments for research. Some students were given a more complex issue to research, while others were given less complex topics to cover. We also differentiated by giving students a choice of the type of technology they wanted to use to communicate their research on their wikis. We developed a matrix of individual choices that students could make. This matrix included the following technology offerings: “Toondoos,” Prezi, Glogster, Voicethread, Weebly, and a free “wild card” choice. All of the students’ individual work had to be reflected in a wiki that they worked together to design in class.
From completing this artifact, and more importantly, from putting theory into practice, I learned that the best laid plans can have serious obstacles to overcome. To improve the quality of the process involved in creating the artifact, I would have built more time into the entire project. Students needed time to set up their wikis, to do the research on their topics, and to implement the technology to convey their research. This project could have very easily been a six week project instead of a two week one. I would have also provided models of each technology choice so that students would have a better idea of project expectations.
The work that I did on this artifact impacted faculty development, as the teacher I selected to coach got to experience what building a complex, project-based lesson plan was like, and he also got to experience all of the ups and downs of putting a plan into action. Differentiated activities like this one, using technology as we did, promotes higher level thinking skills among students, too, thus increasing the potential for improved academic performance. The impact of such a lesson can be assessed by the excitement with which the teacher shared his experiences with other teachers throughout the building, and by the fervor with which students worked every day while engaged with this project.
This artifact demonstrated mastery of Standard 2.5 on Differentiation because the use of wikis allows teachers to differentiate content, process, product, and learning environment based on an analysis of learner characteristics. As evidenced by the actual experience in the classroom, I was able to see how wikis could be used to differentiate in a variety of ways. In my practical experience, we grouped students by ability and gave differentiated assignments for research. Some students were given a more complex issue to research, while others were given less complex topics to cover. We also differentiated by giving students a choice of the type of technology they wanted to use to communicate their research on their wikis. We developed a matrix of individual choices that students could make. This matrix included the following technology offerings: “Toondoos,” Prezi, Glogster, Voicethread, Weebly, and a free “wild card” choice. All of the students’ individual work had to be reflected in a wiki that they worked together to design in class.
From completing this artifact, and more importantly, from putting theory into practice, I learned that the best laid plans can have serious obstacles to overcome. To improve the quality of the process involved in creating the artifact, I would have built more time into the entire project. Students needed time to set up their wikis, to do the research on their topics, and to implement the technology to convey their research. This project could have very easily been a six week project instead of a two week one. I would have also provided models of each technology choice so that students would have a better idea of project expectations.
The work that I did on this artifact impacted faculty development, as the teacher I selected to coach got to experience what building a complex, project-based lesson plan was like, and he also got to experience all of the ups and downs of putting a plan into action. Differentiated activities like this one, using technology as we did, promotes higher level thinking skills among students, too, thus increasing the potential for improved academic performance. The impact of such a lesson can be assessed by the excitement with which the teacher shared his experiences with other teachers throughout the building, and by the fervor with which students worked every day while engaged with this project.