Standards 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:
The artifact for this standard is the Engaged Learning project for ITEC 7400, 21st Century Teaching and Learning. The purpose of this project was to include technology in an eighth grade history class to create a differentiated classroom curriculum. The Engaged Learning project did this by by having the students create a public service announcement that adapted to all students learning needs as well as meeting technology and performance standards.
This artifact shows mastery of Standard 2.5, 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. The artifact was adjusted from the original way of learning this content by using skill and drill, to allowing students to make a public service announcement with iMovie. By providing a weekly schedule of events that included, research, organization, process, peer editing and assessment it reached all learning styles. It gave organization to students who may be struggling and a complete outcome for those students that may need more of a challenge in their work. This artifact shows mastery of adjusting content, process, product, and learning environment by moving away from the normal skill and drill of the information and allowing the students to research and present the information in a new way.
This project impacted student learning because they were engaged and excited about doing a project in a new way. The students created a public service announcement with iMovie after researching the transportation systems post WWII in Georgia. After doing the research, students created a visual storyboard of their ideas. The storyboard allowed for visuals for the English Language Learners and students with disabilities to express their learning. After creating the storyboard, students would then gather pictures, music, and create video fort their public service announcement about transportation post WWII in Georgia. In the past students created booklets or drew pictures about the transportation system. This project allowed them to collaborate on the project, use technology to make a movie, and help others that may need assistance. There were several English Language learners and visuals were provided for them as well as extra time to complete the project. By doing this project the teachers learned new ways to differentiate their classroom that includes all learning styles. By giving students a process and allowing them to peer edit gave them more control of their own learning. This is true classroom differentiation.
The impact of this artifact could be assessed by completing the rubric for each student's final project but the peer editing and collaboration among students is the most important key. By including this peer-editing piece it allowed students to talk, make suggestions and help each other to meet the full requirements of the project. To assess the real impact is to see how each student did on the project but also provide the opportunity to allow students to give the teacher feedback on their thoughts on the project itself.
This artifact shows mastery of Standard 2.5, 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. The artifact was adjusted from the original way of learning this content by using skill and drill, to allowing students to make a public service announcement with iMovie. By providing a weekly schedule of events that included, research, organization, process, peer editing and assessment it reached all learning styles. It gave organization to students who may be struggling and a complete outcome for those students that may need more of a challenge in their work. This artifact shows mastery of adjusting content, process, product, and learning environment by moving away from the normal skill and drill of the information and allowing the students to research and present the information in a new way.
This project impacted student learning because they were engaged and excited about doing a project in a new way. The students created a public service announcement with iMovie after researching the transportation systems post WWII in Georgia. After doing the research, students created a visual storyboard of their ideas. The storyboard allowed for visuals for the English Language Learners and students with disabilities to express their learning. After creating the storyboard, students would then gather pictures, music, and create video fort their public service announcement about transportation post WWII in Georgia. In the past students created booklets or drew pictures about the transportation system. This project allowed them to collaborate on the project, use technology to make a movie, and help others that may need assistance. There were several English Language learners and visuals were provided for them as well as extra time to complete the project. By doing this project the teachers learned new ways to differentiate their classroom that includes all learning styles. By giving students a process and allowing them to peer edit gave them more control of their own learning. This is true classroom differentiation.
The impact of this artifact could be assessed by completing the rubric for each student's final project but the peer editing and collaboration among students is the most important key. By including this peer-editing piece it allowed students to talk, make suggestions and help each other to meet the full requirements of the project. To assess the real impact is to see how each student did on the project but also provide the opportunity to allow students to give the teacher feedback on their thoughts on the project itself.