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
Reflection: In ITEC 7430, Internet Tools in the Classroom, I created a Lesson Plan that incorporated differentiation of the content. The Lesson Plan artifact was created to build a lesson that incorporated technology and had differentiation for different learners. The learners that the lesson plan was differentiated for were ELL, SWD, and learners with specific issues that have been identified. Some of the templates used for differentiation were provided by the Argument-Driven Inquiry (ADI) resources.
The artifact shows models and facilitates how technology can be used to differentiate the content for students. Rewordify.com was a site I used to differentiate the Lexile Level of the introduction reading so that all readers can gain an understanding of the content. Nearpod was used to intro the content and included manipulatives, videos, and writing for students with different learning styles. I reduced the number of organisms from 16 to 10 that students used in the food web for some students. This was for ELL and SWD students who need more time to stay with the class without sacrificing the level of rigor or the purpose of the ADI. This will make the food web less confusing but keep the DOK level.
When students got to the writing portion of the ADI the content was differentiated as well. The student report was differentiated by process. It used sentence starters and chunked the report for students who struggle writing. All students were creating a report, but the report had some scaffolds depending on the learner. These materials were placed on Canvas (LMS) where the student could open use Immersive Reader. ELL or students with language issues can use Immersive Reader to translate the readings or read aloud. This further differentiated the process.
This was a very fun lab for me and my co-teachers as well as the students according to their feedback. Students repeatedly said it was challenging but had fun. Many said they enjoyed how different this was than other research projects like looking up things for a WebQuest or research paper. Being the first time for many, I do see room to expand to teach the steps better. Many of the concepts were brand new and beginning them took some guidance. The changes would be to the steps themselves but not the material of the overall process. I will look to do one of these for every unit next year.
When I did this project in class it was the first time, I had done it and one of the first times a teacher in the county did it. The class was recorded by the county and used to show how ADI labs were prepared for and executed as well as how a teacher could differentiate. Since then, I have teachers email me from other schools and teachers in my school ask me for help. I also believe that this experience gave me knowledge and a platform to earn the role of Science Department chair that I was promoted to.
The artifact shows models and facilitates how technology can be used to differentiate the content for students. Rewordify.com was a site I used to differentiate the Lexile Level of the introduction reading so that all readers can gain an understanding of the content. Nearpod was used to intro the content and included manipulatives, videos, and writing for students with different learning styles. I reduced the number of organisms from 16 to 10 that students used in the food web for some students. This was for ELL and SWD students who need more time to stay with the class without sacrificing the level of rigor or the purpose of the ADI. This will make the food web less confusing but keep the DOK level.
When students got to the writing portion of the ADI the content was differentiated as well. The student report was differentiated by process. It used sentence starters and chunked the report for students who struggle writing. All students were creating a report, but the report had some scaffolds depending on the learner. These materials were placed on Canvas (LMS) where the student could open use Immersive Reader. ELL or students with language issues can use Immersive Reader to translate the readings or read aloud. This further differentiated the process.
This was a very fun lab for me and my co-teachers as well as the students according to their feedback. Students repeatedly said it was challenging but had fun. Many said they enjoyed how different this was than other research projects like looking up things for a WebQuest or research paper. Being the first time for many, I do see room to expand to teach the steps better. Many of the concepts were brand new and beginning them took some guidance. The changes would be to the steps themselves but not the material of the overall process. I will look to do one of these for every unit next year.
When I did this project in class it was the first time, I had done it and one of the first times a teacher in the county did it. The class was recorded by the county and used to show how ADI labs were prepared for and executed as well as how a teacher could differentiate. Since then, I have teachers email me from other schools and teachers in my school ask me for help. I also believe that this experience gave me knowledge and a platform to earn the role of Science Department chair that I was promoted to.