Standard 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: English Language Learner Lesson
Reflection:
The artifact that I have chosen to demonstrate the implementation of a technology- enhanced learning experience making appropriate use of differentiation is the English Language Learner lesson that I created in ITEC 7430. This lesson was created with an ELL history teacher at Marietta High School. This lesson consisted of biographical research on either an American President or an important historical figure. The teacher wanted the students to learn about the research process and create an interview type comic strip presenting the information learned. The class that completed the multi-part lesson was a self-contained ELL class with students of varying levels of English proficiency.
In creating this lesson, I knew it was important to meet the criteria of the content standards the teacher wanted the students to learn, but I needed to modify my approach to implementation for the various readiness levels in the classroom. The teacher and I spoke of the various readiness levels in this classroom and we incorporated strategies into our lesson such as modifying the pace for the different levels and incorporating some small flexible groups of students of various levels sitting next to one another. Some of the differentiation strategies that we used consisted of comprehensible content sites, using Google translate for comprehension, going over vocabulary words, using high frequency words for comprehension, and keeping the instructions simple. During this lesson I had the opportunity also to work in a flexible group and work with two students independently. These two students I had worked with before I had prior knowledge of their abilities. When working with this group in reviewing the websites for content about their historical figures, I used pre-reading strategies to help the students know exactly what type of information we were looking for. I also used several reading comprehension strategies to help them pull the content from the reading that would help them complete the assignment.
Along with the research the students were to create an interview comic using the software program , Comic Life. We felt that having the students create a comic strip using technology to show what they had learned about their historical figure versus writing a paper or creating some other type of presentation would pique their interest. Differentiation for teaching this included step by step group instructions on using the software and video tutorials located on the website that housed the lesson. http://mhs.marietta-city.org/site/Default.aspx?PageID=2023
Completing this artifact I learned that differentiation really comes with knowing the students and the various levels that they are able to work at. Having worked with this teacher and these students before, I was able to create a lesson that would be true to the content standard learning and making sure that all mastered it at their level. If I could have done something differently, it would have been to vary the end product of the learning in order to provide a more differentiated lesson for the various levels of students in the class.
The work that went into creating this artifact impacted the student learning of our ELL population in our school improvement plan. It was assessed by a rubric and further more assessed in their end of course tests.
The artifact that I have chosen to demonstrate the implementation of a technology- enhanced learning experience making appropriate use of differentiation is the English Language Learner lesson that I created in ITEC 7430. This lesson was created with an ELL history teacher at Marietta High School. This lesson consisted of biographical research on either an American President or an important historical figure. The teacher wanted the students to learn about the research process and create an interview type comic strip presenting the information learned. The class that completed the multi-part lesson was a self-contained ELL class with students of varying levels of English proficiency.
In creating this lesson, I knew it was important to meet the criteria of the content standards the teacher wanted the students to learn, but I needed to modify my approach to implementation for the various readiness levels in the classroom. The teacher and I spoke of the various readiness levels in this classroom and we incorporated strategies into our lesson such as modifying the pace for the different levels and incorporating some small flexible groups of students of various levels sitting next to one another. Some of the differentiation strategies that we used consisted of comprehensible content sites, using Google translate for comprehension, going over vocabulary words, using high frequency words for comprehension, and keeping the instructions simple. During this lesson I had the opportunity also to work in a flexible group and work with two students independently. These two students I had worked with before I had prior knowledge of their abilities. When working with this group in reviewing the websites for content about their historical figures, I used pre-reading strategies to help the students know exactly what type of information we were looking for. I also used several reading comprehension strategies to help them pull the content from the reading that would help them complete the assignment.
Along with the research the students were to create an interview comic using the software program , Comic Life. We felt that having the students create a comic strip using technology to show what they had learned about their historical figure versus writing a paper or creating some other type of presentation would pique their interest. Differentiation for teaching this included step by step group instructions on using the software and video tutorials located on the website that housed the lesson. http://mhs.marietta-city.org/site/Default.aspx?PageID=2023
Completing this artifact I learned that differentiation really comes with knowing the students and the various levels that they are able to work at. Having worked with this teacher and these students before, I was able to create a lesson that would be true to the content standard learning and making sure that all mastered it at their level. If I could have done something differently, it would have been to vary the end product of the learning in order to provide a more differentiated lesson for the various levels of students in the class.
The work that went into creating this artifact impacted the student learning of our ELL population in our school improvement plan. It was assessed by a rubric and further more assessed in their end of course tests.