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: Glogster
Reflection:
The Glogster page presents an 8th grade GPS algebra lesson that is modified for elementary, middle and high school students. The activity uses virtual manipulatives and takes into consideration different levels of students including English to Speakers of Other Languages (ESOL). The Glogster page explains how to take a teaching idea, using one standard, and modify it for a variety of students. The Glogster page includes a language objective and links for further explanations.
This artifact demonstrates mastery of standard 2.5 in that I differentiated one task for a variety of students in the classroom as well as for students in elementary and high school. The tasks use the National Library of Virtual Manipulatives to aid students in concrete understanding.
In completing this task, I learned that differentiation takes time and planning. The goal is not that every students does the same activity but that every student masters the standard in his or her own way. To improve this activity, I would include a challenge section for students that are ready to move on.
This artifact impacts students learning in that the tasks can be completed and understood on different levels. If this task was presented in one way only, many students could miss out on comprehending the material. This was also a learning experience for me, as I not only had to differentiate in the classroom, but across grade levels as well. ESOL students and lower level ability students can be observed and assessed to see if differentiation was suitable to their needs.
The Glogster page presents an 8th grade GPS algebra lesson that is modified for elementary, middle and high school students. The activity uses virtual manipulatives and takes into consideration different levels of students including English to Speakers of Other Languages (ESOL). The Glogster page explains how to take a teaching idea, using one standard, and modify it for a variety of students. The Glogster page includes a language objective and links for further explanations.
This artifact demonstrates mastery of standard 2.5 in that I differentiated one task for a variety of students in the classroom as well as for students in elementary and high school. The tasks use the National Library of Virtual Manipulatives to aid students in concrete understanding.
In completing this task, I learned that differentiation takes time and planning. The goal is not that every students does the same activity but that every student masters the standard in his or her own way. To improve this activity, I would include a challenge section for students that are ready to move on.
This artifact impacts students learning in that the tasks can be completed and understood on different levels. If this task was presented in one way only, many students could miss out on comprehending the material. This was also a learning experience for me, as I not only had to differentiate in the classroom, but across grade levels as well. ESOL students and lower level ability students can be observed and assessed to see if differentiation was suitable to their needs.