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:
As a culminating project for ITEC 7430, I was tasked with creating a Web 2.0 immersion lesson that fostered higher order thinking skills in my students and that was centered on student technology standards and content standards. I designed the lesson for and implemented the lesson with my third grade music students. I had these students utilize three separate Web 2.0 tools: Noteflight, an online music composition tool; AudioBoo (now audioBoom), an online recording/podcasting tool; and ThingLink, an online platform for creating interactive images to which you can link different “things.” One objective for this lesson was for students to demonstrate understanding of musical form by creating an original composition and pairing with another student or group to create a musical arrangement that featured both their compositions. Another objective for this lesson was to use digital tools and resources to create an original product within the context of music.
This artifact represents my ability to differentiate by adjusting the process and product, because I allowed for several adjustments throughout the implementation process based on students’ choices and preferences about how to complete their projects. These choices then led to allowable and celebrated variations in the students’ products. The student choices during the process included working with or without a partner, choosing between performing on an instrument or singing for the AudioBoo recording, and choosing to either take a photograph or create a drawing for their ThingLink image. The products from this lesson were also differentiated, because each product was a result of the students’ choices throughout the process and thus varied visually, aurally, and stylistically. This artifact also represents my ability to differentiate based on learner characteristics. For example, each of the student choices outlined above were a result of students’ individual interests, such as playing an instrument vs. singing and photography vs. drawing. I provided each student with guidance about the appropriate level of complexity for his/her product based on his/her readiness level and ability, such as the complexity of the rhythm, melody, and final form. Each student’s readiness level was analyzed based upon student performance data in previous lessons leading up to this lesson. Additionally, all students with learner characteristics of special needs were appropriately accommodated throughout this lesson. For example, I helped one student with visual impairment use assistive technology, i.e. screen zooming, to help her use the computer more effectively. Other accommodations were provided according to students’ Individualized Education Plans (IEPs) where applicable throughout the lesson.
This artifact represents my ability to model the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies because I myself went through the process of creating and implementing the lesson to specifically include these differentiation strategies in my own classroom. This artifact represents my ability to facilitate the design and implementation technology-enhanced learning experiences using a variety of differentiation strategies because I included many specific details in my lesson plan about differentiation and gained in-depth experience with differentiation that would be useful when helping other teachers with designing and implementing similar learning experiences with differentiation in their own classrooms. These supporting details about differentiation strategies that are included in the lesson plan also demonstrate my ability to successfully design technology-enhanced learning experiences using a variety of differentiation strategies. Finally, this artifact represents my ability to implement technology-enhanced learning experiences using a variety of differentiation strategies, as I did implement the lesson in my own classroom and included a reflection that describes in detail the lesson’s effectiveness, students’ enjoyment, what went well and why, what did not go well and why, and ideas for improvement for future implementation; many of these details discuss the differentiation strategies that were used during implementation.
I learned many things from the design and implementation of this lesson. Although I had previously designed and implemented lessons that included a variety of differentiation strategies, I had never before designed and implemented one that was centered on so many different Web 2.0 tools. As such, I learned many new, effective practices for differentiating using Web 2.0 tools and I feel I am much more prepared for planning and implementing differentiation strategies during technology-enhanced learning experiences in the future. However, as mentioned in the post-implementation reflection, my students had some trouble navigating the Noteflight tool. Although they were familiar with paper-pencil compositions strategies, they had no prior experience with digital composition tools. To improve the quality of the lesson, I would either choose an easier tool for my students to use or pre-teach the Noteflight tool so students would know how to use it during the lesson.
The work that went into creating this lesson had a tremendous impact each one of my students’ learning, enthusiasm, and creativity. This can be measured by comparing their end-of-unit data with that of other classes and/or previous years to show how much more these students learned about the music content standards and student technology standards as a result of this lesson/project. The impact on student learning can also be demonstrated in the anecdotal data regarding my students’ opinions about the project. For example, I heard several comments throughout the project’s implementation such as, “This is the coolest thing I’ve ever done in music class!” and “I wish every class could be like this!”
As a culminating project for ITEC 7430, I was tasked with creating a Web 2.0 immersion lesson that fostered higher order thinking skills in my students and that was centered on student technology standards and content standards. I designed the lesson for and implemented the lesson with my third grade music students. I had these students utilize three separate Web 2.0 tools: Noteflight, an online music composition tool; AudioBoo (now audioBoom), an online recording/podcasting tool; and ThingLink, an online platform for creating interactive images to which you can link different “things.” One objective for this lesson was for students to demonstrate understanding of musical form by creating an original composition and pairing with another student or group to create a musical arrangement that featured both their compositions. Another objective for this lesson was to use digital tools and resources to create an original product within the context of music.
This artifact represents my ability to differentiate by adjusting the process and product, because I allowed for several adjustments throughout the implementation process based on students’ choices and preferences about how to complete their projects. These choices then led to allowable and celebrated variations in the students’ products. The student choices during the process included working with or without a partner, choosing between performing on an instrument or singing for the AudioBoo recording, and choosing to either take a photograph or create a drawing for their ThingLink image. The products from this lesson were also differentiated, because each product was a result of the students’ choices throughout the process and thus varied visually, aurally, and stylistically. This artifact also represents my ability to differentiate based on learner characteristics. For example, each of the student choices outlined above were a result of students’ individual interests, such as playing an instrument vs. singing and photography vs. drawing. I provided each student with guidance about the appropriate level of complexity for his/her product based on his/her readiness level and ability, such as the complexity of the rhythm, melody, and final form. Each student’s readiness level was analyzed based upon student performance data in previous lessons leading up to this lesson. Additionally, all students with learner characteristics of special needs were appropriately accommodated throughout this lesson. For example, I helped one student with visual impairment use assistive technology, i.e. screen zooming, to help her use the computer more effectively. Other accommodations were provided according to students’ Individualized Education Plans (IEPs) where applicable throughout the lesson.
This artifact represents my ability to model the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies because I myself went through the process of creating and implementing the lesson to specifically include these differentiation strategies in my own classroom. This artifact represents my ability to facilitate the design and implementation technology-enhanced learning experiences using a variety of differentiation strategies because I included many specific details in my lesson plan about differentiation and gained in-depth experience with differentiation that would be useful when helping other teachers with designing and implementing similar learning experiences with differentiation in their own classrooms. These supporting details about differentiation strategies that are included in the lesson plan also demonstrate my ability to successfully design technology-enhanced learning experiences using a variety of differentiation strategies. Finally, this artifact represents my ability to implement technology-enhanced learning experiences using a variety of differentiation strategies, as I did implement the lesson in my own classroom and included a reflection that describes in detail the lesson’s effectiveness, students’ enjoyment, what went well and why, what did not go well and why, and ideas for improvement for future implementation; many of these details discuss the differentiation strategies that were used during implementation.
I learned many things from the design and implementation of this lesson. Although I had previously designed and implemented lessons that included a variety of differentiation strategies, I had never before designed and implemented one that was centered on so many different Web 2.0 tools. As such, I learned many new, effective practices for differentiating using Web 2.0 tools and I feel I am much more prepared for planning and implementing differentiation strategies during technology-enhanced learning experiences in the future. However, as mentioned in the post-implementation reflection, my students had some trouble navigating the Noteflight tool. Although they were familiar with paper-pencil compositions strategies, they had no prior experience with digital composition tools. To improve the quality of the lesson, I would either choose an easier tool for my students to use or pre-teach the Noteflight tool so students would know how to use it during the lesson.
The work that went into creating this lesson had a tremendous impact each one of my students’ learning, enthusiasm, and creativity. This can be measured by comparing their end-of-unit data with that of other classes and/or previous years to show how much more these students learned about the music content standards and student technology standards as a result of this lesson/project. The impact on student learning can also be demonstrated in the anecdotal data regarding my students’ opinions about the project. For example, I heard several comments throughout the project’s implementation such as, “This is the coolest thing I’ve ever done in music class!” and “I wish every class could be like this!”