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 that I have decided to use for this standard is the Internet Lesson Plan/ELL Lesson. I created the Internet Lesson Plan/ELL Lesson during the fall of 2013 in ITEC 7430. The lesson plan was differentiated for ESL by providing more visuals and media clips and read-alouds. The lesson was designed to be used in a regular education classroom with ESL services being “pushed-in.” Traditionally, ESL at my school is a “pull-out” program at the elementary level. Due to the high numbers and varied abilities of the ESL students in this classroom, we organized an inclusive education environment.
Standard 2.5, Differentiation states, “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.” This standard acknowledges the diverse learning needs of all students and requires research-based, learner-centered strategies be used to address those needs. A unique feature of using Challenged Based Learning (CBL) materials in your lessons is that they come with videos and other materials that are great for differentiation purposes. Not only did the ESL students hear articles read aloud on sustainability, the media clips assisted with providing visual images for the concepts discussed.
In effort to allow all students to contribute to the group product, which was a multi-media presentation, students were placed into groups and then each student selected a role. The process was differentiated by each group member selecting one for four roles: the Voice (person that reads the material aloud), the Writer (ensures material on the slide is spelled correctly), the Graphic Organizer (puts the information on the slide and inserts the visuals) and the Captain (ensures the information is properly saved). Allowing the assignment to be completed within a group allows all participants, regardless of language proficiency level, to make a significant contribution. The group arrangement allowed students to contribute at a language level they felt most comfortable, which is an example of differentiation based on learner readiness. Due to the fact there were several beginners in the room, the selection of roles in the group helped them not to feel isolated due to having limited English ability.
From completing the Internet Lesson Plan, I learned how important it is to be sure all teachers are differentiating and understand how to use technology as a resource for lesson differentiation. Too often, when teachers have several students in the class who are ESL or SPED they feel overwhelmed. However, a few extra steps planning can ensure the learning needs of all students are met. Technology is a great tool to assist in doing so. The completion of this lesson plan caused me to reflect upon the teachers in my building who would need some training in this area.
The work that went into developing this artifact impacts student learning by ensuring the learning needs of all students are addressed. As a whole group, students had material read aloud, listened to a brief lecture, looked at pictures and watched a media clips on the topic. In small group, students selected a group role based on their personal interest and level of language comfort.
Standard 2.5, Differentiation states, “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.” This standard acknowledges the diverse learning needs of all students and requires research-based, learner-centered strategies be used to address those needs. A unique feature of using Challenged Based Learning (CBL) materials in your lessons is that they come with videos and other materials that are great for differentiation purposes. Not only did the ESL students hear articles read aloud on sustainability, the media clips assisted with providing visual images for the concepts discussed.
In effort to allow all students to contribute to the group product, which was a multi-media presentation, students were placed into groups and then each student selected a role. The process was differentiated by each group member selecting one for four roles: the Voice (person that reads the material aloud), the Writer (ensures material on the slide is spelled correctly), the Graphic Organizer (puts the information on the slide and inserts the visuals) and the Captain (ensures the information is properly saved). Allowing the assignment to be completed within a group allows all participants, regardless of language proficiency level, to make a significant contribution. The group arrangement allowed students to contribute at a language level they felt most comfortable, which is an example of differentiation based on learner readiness. Due to the fact there were several beginners in the room, the selection of roles in the group helped them not to feel isolated due to having limited English ability.
From completing the Internet Lesson Plan, I learned how important it is to be sure all teachers are differentiating and understand how to use technology as a resource for lesson differentiation. Too often, when teachers have several students in the class who are ESL or SPED they feel overwhelmed. However, a few extra steps planning can ensure the learning needs of all students are met. Technology is a great tool to assist in doing so. The completion of this lesson plan caused me to reflect upon the teachers in my building who would need some training in this area.
The work that went into developing this artifact impacts student learning by ensuring the learning needs of all students are addressed. As a whole group, students had material read aloud, listened to a brief lecture, looked at pictures and watched a media clips on the topic. In small group, students selected a group role based on their personal interest and level of language comfort.