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: Internet Lesson Plan
Reflection:
The artifact used to provide evidence of mastery for this standard is an internet lesson plan. This plan was created for a third grade mathematics class to be implemented after students have completed multiplication and division.This lesson models and facilitates a technology-enhanced learning experience for students by using differentiation in various ways. Throughout this lesson, students were given choices and were able to take responsibility for their own learning.
The first way the lesson was differentiated was by providing students a choice in the product they created. Students were given three options to choose from. These options were a webquest, a presentation in Google docs or Powerpoint, or a Jing project. Students will also differentiate content. Students were given a model to follow; however, students were asked to make up their own word problems and examples for the project.
Differentiation was also present in the grouping of students. Ability grouping was used to pair students up. This was done in order to create
peer tutoring and learning. It is important for students to learn from each other.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an
authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
Familiarity with technology is key when implementing this lesson. It is important for teachers to understand what they are expecting of their students. Providing students with clear, precise instructions will make classroom management easier. Allowing students to frequently use technology and practice will assist students in being more technologically fluent.
Artifact: Internet Lesson Plan
Reflection:
The artifact used to provide evidence of mastery for this standard is an internet lesson plan. This plan was created for a third grade mathematics class to be implemented after students have completed multiplication and division.This lesson models and facilitates a technology-enhanced learning experience for students by using differentiation in various ways. Throughout this lesson, students were given choices and were able to take responsibility for their own learning.
The first way the lesson was differentiated was by providing students a choice in the product they created. Students were given three options to choose from. These options were a webquest, a presentation in Google docs or Powerpoint, or a Jing project. Students will also differentiate content. Students were given a model to follow; however, students were asked to make up their own word problems and examples for the project.
Differentiation was also present in the grouping of students. Ability grouping was used to pair students up. This was done in order to create
peer tutoring and learning. It is important for students to learn from each other.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an
authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
Familiarity with technology is key when implementing this lesson. It is important for teachers to understand what they are expecting of their students. Providing students with clear, precise instructions will make classroom management easier. Allowing students to frequently use technology and practice will assist students in being more technologically fluent.