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: Engaged Learning Project
Reflection:
The Engaged Learning Project was completed in the ITEC 7400 class. The purpose of the assignment was to develop an extended learning experience that was engaging for students on multiple levels while also meeting specified criteria like: meeting a LoTi Level 4a or above, linking to performance standards as well as technology standards, and including adaptations for student needs.
This artifact masters Standard 2.5 because I modeled and facilitated the design and implementation of a technology-enhanced learning experience 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. My project focused on the concept of counting money. The students are interested in learning how to count money especially since they are given the opportunity to shop in a class store when they are able to count their class money earned from the week. This lesson allowed numerous ways to show differentiation. Students were divided into groups based on their ability to count money. These groups worked together with peers and with a teacher during Guided Math times to practice this skill. Those students who were able to catch on quickly were given the chance to assist other students who were having difficulty. These students were recognized as “Money Pros” and were able to work as cashiers in the class store.The class store items are divided among bins in different money amounts and students use their money to try to count up to that amount of the item they are wanting to purchase. When completing the technology component of this lesson where students created a math problem and picture in KidPix that went along with their learning of money, the students were able to choose how much money they wanted to represent in the math problem. This amount could be determined between the teacher and student. Another form of differentiation that could have been included is the ability for some students to work together with a partner for their picture.
Another form of differentiation that could have been included is the ability for some students to work together with a partner for their picture. Also, as mentioned in Standard 2.3, the thing I would have changed most specifically, was that I would have collaborated with the technology specials teacher so that students could have had the chance to work on their project product during their technology block and both the technology specialist and I would have benefitted from the outcome. The impact of this artifact can be assessed by student work products that follow the checklist provided as well as the rubric and allign with the math and technolgy standards.
The Engaged Learning Project was completed in the ITEC 7400 class. The purpose of the assignment was to develop an extended learning experience that was engaging for students on multiple levels while also meeting specified criteria like: meeting a LoTi Level 4a or above, linking to performance standards as well as technology standards, and including adaptations for student needs.
This artifact masters Standard 2.5 because I modeled and facilitated the design and implementation of a technology-enhanced learning experience 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. My project focused on the concept of counting money. The students are interested in learning how to count money especially since they are given the opportunity to shop in a class store when they are able to count their class money earned from the week. This lesson allowed numerous ways to show differentiation. Students were divided into groups based on their ability to count money. These groups worked together with peers and with a teacher during Guided Math times to practice this skill. Those students who were able to catch on quickly were given the chance to assist other students who were having difficulty. These students were recognized as “Money Pros” and were able to work as cashiers in the class store.The class store items are divided among bins in different money amounts and students use their money to try to count up to that amount of the item they are wanting to purchase. When completing the technology component of this lesson where students created a math problem and picture in KidPix that went along with their learning of money, the students were able to choose how much money they wanted to represent in the math problem. This amount could be determined between the teacher and student. Another form of differentiation that could have been included is the ability for some students to work together with a partner for their picture.
Another form of differentiation that could have been included is the ability for some students to work together with a partner for their picture. Also, as mentioned in Standard 2.3, the thing I would have changed most specifically, was that I would have collaborated with the technology specials teacher so that students could have had the chance to work on their project product during their technology block and both the technology specialist and I would have benefitted from the outcome. The impact of this artifact can be assessed by student work products that follow the checklist provided as well as the rubric and allign with the math and technolgy standards.