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: ISTE Lesson Plan
Reflection:
This artifact is an ISTE lesson plan completed for the Internet Tools in the Classroom course. This artifact required me to plan a technology infused lesson. I chose to do my lesson on parallel and perpendicular lines for two section of my Coordinate Algebra class. I used a variety of Internet tools to teach and evaluate this lesson.
By completing this artifact, I modeled and facilitated the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment. I used an online quiz with immediate grading as a pre-test to determine the three levels of readiness of my students. Students were then assigned a different set of content review, assignments and a final product based on their readiness. I used differentiation to engage all learners at their level and through their learning styles. I differentiated content based on a pre-assessment, process through multiple intelligences, and product through a choice activity. In their practice, appropriate scaffolding was provided and frequent questioning ensured student understanding.
Technology is a key component of the lesson. Students explored real world phenomenon through a simulation, researched real life examples of parallel and perpendicular lines online, and use online software to create and share a product. Students built knowledge and skills through exploration, practice, group work, and some direct instruction. Assigning students levels based on a pre-quiz differentiated the content. Students who were struggling to find slope or write equations of lines were assigned remediation videos and practice on their weak areas. Students who showed no weak areas began working on higher order tasks. The processes covered a wide range of multiple intelligences. The videos had both audio and visual components. The Geogebra manipulation appealed to kinesthetic learners. The individual assignments helped intrapersonal learners and the group activities assisted interpersonal learners. The product was differentiated by choice Students were allowed to choose between a Glogster and a PowerPoint. They also decided if they wanted to use text, pictures, examples, video, or anything else in their final projects.
Overall, students enjoyed the activity especially the differentiation. I had to question them multiple times for things they did not like. The main responses I got from them were they needed more time and the Hiram city planning assignment was very difficult. The students really grasped the overall concept of parallel and perpendicular lines and how their slopes related, but still seemed to struggle with finding the y-intercepts of their lines algebraically. The students really liked Glogster. The main issue I encountered is that I assigned more work than the students could do in the three days we had the lab. With my periods that are later in the day, I was more explicit about exactly what they should be doing instead of letting them work at their own pace and that seemed to work better for most students. In the future, I would allot five days instead of three for the assignment. I would also give more direct instruction for the process of finding the equation of a line parallel or perpendicular to a given line through a given point. Lastly, I would come up with a stamp sheet or some way of holding them accountable for watching the videos and doing the practice problems. I had to redirect several confused students because they had not gone in order of what was assigned to them.
This artifact is an ISTE lesson plan completed for the Internet Tools in the Classroom course. This artifact required me to plan a technology infused lesson. I chose to do my lesson on parallel and perpendicular lines for two section of my Coordinate Algebra class. I used a variety of Internet tools to teach and evaluate this lesson.
By completing this artifact, I modeled and facilitated the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment. I used an online quiz with immediate grading as a pre-test to determine the three levels of readiness of my students. Students were then assigned a different set of content review, assignments and a final product based on their readiness. I used differentiation to engage all learners at their level and through their learning styles. I differentiated content based on a pre-assessment, process through multiple intelligences, and product through a choice activity. In their practice, appropriate scaffolding was provided and frequent questioning ensured student understanding.
Technology is a key component of the lesson. Students explored real world phenomenon through a simulation, researched real life examples of parallel and perpendicular lines online, and use online software to create and share a product. Students built knowledge and skills through exploration, practice, group work, and some direct instruction. Assigning students levels based on a pre-quiz differentiated the content. Students who were struggling to find slope or write equations of lines were assigned remediation videos and practice on their weak areas. Students who showed no weak areas began working on higher order tasks. The processes covered a wide range of multiple intelligences. The videos had both audio and visual components. The Geogebra manipulation appealed to kinesthetic learners. The individual assignments helped intrapersonal learners and the group activities assisted interpersonal learners. The product was differentiated by choice Students were allowed to choose between a Glogster and a PowerPoint. They also decided if they wanted to use text, pictures, examples, video, or anything else in their final projects.
Overall, students enjoyed the activity especially the differentiation. I had to question them multiple times for things they did not like. The main responses I got from them were they needed more time and the Hiram city planning assignment was very difficult. The students really grasped the overall concept of parallel and perpendicular lines and how their slopes related, but still seemed to struggle with finding the y-intercepts of their lines algebraically. The students really liked Glogster. The main issue I encountered is that I assigned more work than the students could do in the three days we had the lab. With my periods that are later in the day, I was more explicit about exactly what they should be doing instead of letting them work at their own pace and that seemed to work better for most students. In the future, I would allot five days instead of three for the assignment. I would also give more direct instruction for the process of finding the equation of a line parallel or perpendicular to a given line through a given point. Lastly, I would come up with a stamp sheet or some way of holding them accountable for watching the videos and doing the practice problems. I had to redirect several confused students because they had not gone in order of what was assigned to them.