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)
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)
The Multimedia Design Project is a WebQuest website I created as the end-of-course project for ITEC 7445. I made the site to teach the concept of audience to 10th grade AP English Language students in a lesson that includes Project-Based Learning (PBL) and multimedia, both research-based strategies for meeting the needs of diverse learners. At the time, I was learning digital design skills as well as Adatptive Technology for students with disabilities. I was the sole contributor to this project.
This artifact demonstrates my mastery of Standard 2.5: differentiation since it gives learners options in content, process, product and learning environment based on an analysis of learner characteristics, including readiness level, interests, and personal goals. Learners have options for content in this lesson because they can choose from a variety of source material, linked to the website, to research audience. Additionally, learners can explore sources not included in the project to research the topic of audience. Next, students have the option to regulate their process; students can work in groups or independently. Since the project is asynchronous, digital learners can even complete the research task at the pace that works best for them. Students have a choice of product, as I offered different creation tools for multimedia presentations as well as more content choices--“adapt a text for a different audience”—at the end of the lesson. Students can complete this project synchronous or asynchronous learning environments.
On the “teacher page,” I make recommendations for adapting the lesson to different classrooms. I designed the project for my 10th grade AP English Language students, which is why I chose the websites, texts, and web tools that I did. However, the same skills could be taught to different age groups or ability levels with modifications to the website, text, and web tool choices. The lesson provides scaffolds leading up the final step, which allows students to choose which audience they would like to adapt a text to based on their personal preferences.
As part of the program, I shared this lesson and received feedback from instructional technology candidates Since the lesson is published on public Weebly site, it also reaches an audience outside of my district.
From completing this artifact, I learned the importance of Project-Based Learning, especially for differentiating learning. When student are motivated to learn content as part of an on-going project, they can discover information rather than being taught information passively. If I were to do something differently, I would make the premise of the project more authentic. At the time I taught it was engaging, however, looking back, I feel like I could have set up students with a premise that allowed for more choice along with a product that might means something to experts in the field.
The work that went into creating the artifact had an impact on student learning since I implemented the project in my classroom. I measured student learning by comparing it to student learning in previous years. While my students, had a better understanding of audience by the end of the project, I wish the scope of the project covered more content due to the time it took to implement and assess.
This artifact demonstrates my mastery of Standard 2.5: differentiation since it gives learners options in content, process, product and learning environment based on an analysis of learner characteristics, including readiness level, interests, and personal goals. Learners have options for content in this lesson because they can choose from a variety of source material, linked to the website, to research audience. Additionally, learners can explore sources not included in the project to research the topic of audience. Next, students have the option to regulate their process; students can work in groups or independently. Since the project is asynchronous, digital learners can even complete the research task at the pace that works best for them. Students have a choice of product, as I offered different creation tools for multimedia presentations as well as more content choices--“adapt a text for a different audience”—at the end of the lesson. Students can complete this project synchronous or asynchronous learning environments.
On the “teacher page,” I make recommendations for adapting the lesson to different classrooms. I designed the project for my 10th grade AP English Language students, which is why I chose the websites, texts, and web tools that I did. However, the same skills could be taught to different age groups or ability levels with modifications to the website, text, and web tool choices. The lesson provides scaffolds leading up the final step, which allows students to choose which audience they would like to adapt a text to based on their personal preferences.
As part of the program, I shared this lesson and received feedback from instructional technology candidates Since the lesson is published on public Weebly site, it also reaches an audience outside of my district.
From completing this artifact, I learned the importance of Project-Based Learning, especially for differentiating learning. When student are motivated to learn content as part of an on-going project, they can discover information rather than being taught information passively. If I were to do something differently, I would make the premise of the project more authentic. At the time I taught it was engaging, however, looking back, I feel like I could have set up students with a premise that allowed for more choice along with a product that might means something to experts in the field.
The work that went into creating the artifact had an impact on student learning since I implemented the project in my classroom. I measured student learning by comparing it to student learning in previous years. While my students, had a better understanding of audience by the end of the project, I wish the scope of the project covered more content due to the time it took to implement and assess.