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:
lesson_plan-iste-_morgan_green.pdf | |
File Size: | 1095 kb |
File Type: |
Reflection:
The Internet Lesson Plan was completed to meet the needs of all learners and give them an opportunity to learn at their own pace. The artifact was designed and implemented to be scaffolded through the entire unit while they were learning about Meso-American societies such as Olmec, Aztec, Mayan, and Incan Empires. It starts out at the lower levels of Bloom’s Taxonomy where students are collecting information and performing basic recall call type of activities. Students work with online resources to assist them in their learning process. Students construct a response using Padlet so they can learn from each other. As they move through the learning tasks the level increases with them. The students take a Quizizz that will determine their final learning task that they have to complete to finish the unit. Based on their performance, the final multimedia project is tiered depending on what level they are at. I designed and implemented this unit plan in its entirety based on the different types of students in my classroom. The classes that completed this assignment range from on-level learners to learners who have RTI (Response to Intervention), 504 Plans, and IEP (Individualized Education Plan). The scaffolded and tiered lesson provide my students the opportunity to learn at their own pace. According to Kerry Rice (2012), this type of lesson is considered learner-centeredness because it allows for my students to complete activities that are “self-directed, authentic, and incorporate structured decision-making processes” (Rice, p. 26).
Standard 2.5, Differentiation provided me the opportunity to 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 in my classroom. The Internet Lesson Plan was designed and implemented with my diverse learner characteristics in mind. I consulted with students’ specific case-holders for IEPs, RTIs, and 504s to gather the appropriate information that I can use when planning the differentiated lesson. Through the facilitation of this lesson, I modeled the specific assignments for students to understand how I would like for the activities to be completed. This provided all of my learners with an example of how I wanted it to be completed. The assignments also had a rubric attached to them to reference. In differentiating the content, process, product, and learning environment, I scaffolded the lesson from the beginning of the learning tasks by starting at lower levels of Bloom’s Taxonomy by having students collect and recall information they are studying. The students content was differentiated because the students worked individually and in the whole group, settings to gain the content. Students then were given an opportunity to work in small groups to complete the next learning task. Students work to complete a graphic organizer to assist them in their organization of information. The process, as noted, gives students a diverse learning environment to work in with the variety of learning tasks and interactions. The next learning tasks have students taking a Quizizz and based on their performance it will lead them to their final learning tasks which are a tiered multimedia product. Not only is the multimedia product tiered, the learning tasks has options for the students to choose between so they have some student choice depending on what their interests are. By the end of the learning tasks, students had a strong understanding of Meso-American societies.
Completing the Internet Lesson Plan provided me the opportunity to use technology-enhanced learning experiences to differentiate the content, process, product, and learning environment. I learned how to provide a variety of opportunities for my students to succeed in the classroom at a level that best meets their needs. The scaffolding and tiered lessons allowed for the activities to take into consideration the learner’s characteristics based on ability, interest, and personal goals. I learned how to facilitate and model the different learning tasks for my students. To further improve the Internet Lesson Plan, I would have like to create a station during the content development learning tasks where I specifically worked with struggling to learn on acquiring a strong foundation of the content that scaffolded the task even further for those students. I believe that this would have given them more of an opportunity to be successful as they progressed through the learning tasks.
This artifact impacts student learning. I differentiated the learning process through the process, product, content, and learning environment to provide students instruction based on their learner characteristics. The impact can be assessed in their performance through the various learning tasks that students completed in this unit. Student learning started at the lower levels of Bloom’s Taxonomy and progressed to higher order thinking skills that students went through during this unit. Struggling students had more support and scaffolding than the on-level learners. I was still able to provide student choice, so they could explore topics that interest them. The students learning improved from the beginning to the end and that can be seen in their final multimedia product that they created as a culminating project to show their learning.
Reference
Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and practices. New Jersey: Pearson Education.
The Internet Lesson Plan was completed to meet the needs of all learners and give them an opportunity to learn at their own pace. The artifact was designed and implemented to be scaffolded through the entire unit while they were learning about Meso-American societies such as Olmec, Aztec, Mayan, and Incan Empires. It starts out at the lower levels of Bloom’s Taxonomy where students are collecting information and performing basic recall call type of activities. Students work with online resources to assist them in their learning process. Students construct a response using Padlet so they can learn from each other. As they move through the learning tasks the level increases with them. The students take a Quizizz that will determine their final learning task that they have to complete to finish the unit. Based on their performance, the final multimedia project is tiered depending on what level they are at. I designed and implemented this unit plan in its entirety based on the different types of students in my classroom. The classes that completed this assignment range from on-level learners to learners who have RTI (Response to Intervention), 504 Plans, and IEP (Individualized Education Plan). The scaffolded and tiered lesson provide my students the opportunity to learn at their own pace. According to Kerry Rice (2012), this type of lesson is considered learner-centeredness because it allows for my students to complete activities that are “self-directed, authentic, and incorporate structured decision-making processes” (Rice, p. 26).
Standard 2.5, Differentiation provided me the opportunity to 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 in my classroom. The Internet Lesson Plan was designed and implemented with my diverse learner characteristics in mind. I consulted with students’ specific case-holders for IEPs, RTIs, and 504s to gather the appropriate information that I can use when planning the differentiated lesson. Through the facilitation of this lesson, I modeled the specific assignments for students to understand how I would like for the activities to be completed. This provided all of my learners with an example of how I wanted it to be completed. The assignments also had a rubric attached to them to reference. In differentiating the content, process, product, and learning environment, I scaffolded the lesson from the beginning of the learning tasks by starting at lower levels of Bloom’s Taxonomy by having students collect and recall information they are studying. The students content was differentiated because the students worked individually and in the whole group, settings to gain the content. Students then were given an opportunity to work in small groups to complete the next learning task. Students work to complete a graphic organizer to assist them in their organization of information. The process, as noted, gives students a diverse learning environment to work in with the variety of learning tasks and interactions. The next learning tasks have students taking a Quizizz and based on their performance it will lead them to their final learning tasks which are a tiered multimedia product. Not only is the multimedia product tiered, the learning tasks has options for the students to choose between so they have some student choice depending on what their interests are. By the end of the learning tasks, students had a strong understanding of Meso-American societies.
Completing the Internet Lesson Plan provided me the opportunity to use technology-enhanced learning experiences to differentiate the content, process, product, and learning environment. I learned how to provide a variety of opportunities for my students to succeed in the classroom at a level that best meets their needs. The scaffolding and tiered lessons allowed for the activities to take into consideration the learner’s characteristics based on ability, interest, and personal goals. I learned how to facilitate and model the different learning tasks for my students. To further improve the Internet Lesson Plan, I would have like to create a station during the content development learning tasks where I specifically worked with struggling to learn on acquiring a strong foundation of the content that scaffolded the task even further for those students. I believe that this would have given them more of an opportunity to be successful as they progressed through the learning tasks.
This artifact impacts student learning. I differentiated the learning process through the process, product, content, and learning environment to provide students instruction based on their learner characteristics. The impact can be assessed in their performance through the various learning tasks that students completed in this unit. Student learning started at the lower levels of Bloom’s Taxonomy and progressed to higher order thinking skills that students went through during this unit. Struggling students had more support and scaffolding than the on-level learners. I was still able to provide student choice, so they could explore topics that interest them. The students learning improved from the beginning to the end and that can be seen in their final multimedia product that they created as a culminating project to show their learning.
Reference
Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and practices. New Jersey: Pearson Education.