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: ITEC 7445 Multimedia Design Project/Webquest
The artifact I am using to model and facilitate the design and implementation of technology-enhanced learning that makes appropriate use of differentiation including content adjustments, process, product and learning environment based on student characteristics such as readiness levels, interests and personal goals is the Multimedia design project I created in ITEC 7445. The purpose of this artifact was for students to observe how different materials interact with light using the Five E’s Instructional Model (Engage, Explore, Explain, Elaborate and Evaluate) in the content are of science.
This artifact facilitates the design and implementation of technology-enhanced learning and differentiation during a science unit for 4th grade students. Throughout the unit, students consider one driving question to guide their thought process. How does light interact with different materials? Students access a technology-enhancing feature, a website created by the teacher. The website begins with watch a video clip of an object blocking light from another object. Students explore various ways light interacts with materials through careful experiments designed by student peer groups. The experiments, steps, guidelines and considerations are within the website and the web quest requires students to collaborate and explain, elaborate and evaluate how light interacts with materials as if they are a scientist in the field. The unit provides a blended learning environment. Tasks are available online and student perform the experiment in class. There are audio clips and video recordings engage various learner characteristics such as students who may be hearing impaired or if students need repeated directions. Student pairings enable students to engage in collaborative experiments and work together to solve the driving question. The steps list out what students can do next, but depending on how students approach the driving question, they may choose to experiment using a different process as long as they are working through the Five E’s Instructional Model. This model provides various ways to engage with the content and choice of process through group collaboration. Student’s evaluation will vary as each product will vary. Students take a survey and rate their partners and their selves after the completion of the unit. Students produce a model for their product to answer to the driving question. This model is their interpretation and is different based on student characteristics, readiness levels and personal goals for their answer to driving question.
After completing this artifact, I was able to create a Five E’s Instructional Model using a technology-enhanced feature, a website. This web quest enhances student engagement and enables me to work as a facilitator. Students worked in pairs to navigate the web quest and made their own decision with me as their guide. No lectures during this lesson. Lots of experiments and exploration.
This influences school improvement and faculty development using instructional methods and student engagement strategies. I also included a survey at the end for students to rate their experience. This is powerful information when considering the facilitation of this unit in the future.
This artifact facilitates the design and implementation of technology-enhanced learning and differentiation during a science unit for 4th grade students. Throughout the unit, students consider one driving question to guide their thought process. How does light interact with different materials? Students access a technology-enhancing feature, a website created by the teacher. The website begins with watch a video clip of an object blocking light from another object. Students explore various ways light interacts with materials through careful experiments designed by student peer groups. The experiments, steps, guidelines and considerations are within the website and the web quest requires students to collaborate and explain, elaborate and evaluate how light interacts with materials as if they are a scientist in the field. The unit provides a blended learning environment. Tasks are available online and student perform the experiment in class. There are audio clips and video recordings engage various learner characteristics such as students who may be hearing impaired or if students need repeated directions. Student pairings enable students to engage in collaborative experiments and work together to solve the driving question. The steps list out what students can do next, but depending on how students approach the driving question, they may choose to experiment using a different process as long as they are working through the Five E’s Instructional Model. This model provides various ways to engage with the content and choice of process through group collaboration. Student’s evaluation will vary as each product will vary. Students take a survey and rate their partners and their selves after the completion of the unit. Students produce a model for their product to answer to the driving question. This model is their interpretation and is different based on student characteristics, readiness levels and personal goals for their answer to driving question.
After completing this artifact, I was able to create a Five E’s Instructional Model using a technology-enhanced feature, a website. This web quest enhances student engagement and enables me to work as a facilitator. Students worked in pairs to navigate the web quest and made their own decision with me as their guide. No lectures during this lesson. Lots of experiments and exploration.
This influences school improvement and faculty development using instructional methods and student engagement strategies. I also included a survey at the end for students to rate their experience. This is powerful information when considering the facilitation of this unit in the future.