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: ELL Report
Reflection:
Standard 2.5 requires candidates to 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. An ELL lesson was used as the artifact “differentiation.” I created and implemented a lesson for an English Language Learner with special needs. The lesson was implemented after school hours. My contribution was the sole creator of the lesson, differentiating, adjusting content and the learning environment.
To facilitate the design of the ELL lesson, I established content standards the student needed to work on. I then decided differentiation techniques to use based on the characteristics of my student. Differentiation can also be seen in this lesson through the adjustment of content standards. The student needed to work on fractions. The fourth-grade fractions standards were past the students’ readiness level, so we started with a basic fraction introduction. I continued to facilitate the design as the student’s knowledge level fluctuated. After assessing the student's readiness level, interests and personal goals, I attached technology-enhanced learning experiences to the lesson. I modeled the implementation of technology-enhanced learning experience with Educreations, Multiuser Virtual Environment (MUVE) Fog Stone Isle. An adjustment was made to the learning environment to a familiar and convenient place for the student.
The artifact used for standard 2.5, demonstrates master of the standard because the lesson incorporates technology-enhanced learning experiences using Educreations, Fog Stone Isle and Mathletics. I also modeled and facilitated the design and implementation of the ELL lesson using a variety of strategies, including adjusting content, process and learning environment. From completing this artifact, I learned the benefits of implementing a technology-enhanced learning experience for an English Language Learner. I also learned the benefits adjusting a lesson to reflect the interests and readiness level of an individual student. If I were to do this lesson again next time, I would include the students' older and younger sibling in the process.
The work that went into creating this artifact will increase school improvement. The knowledge I gained will enhance my instruction. Because of this artifact I am more equipped to create lessons that will have a positive impact on ELL and Students with Disabilities (SWD). The knowledge I gained will be communicated with other staff members to have an impact on faculty development. The impact will be assessed by the Annual Yearly Progress report, specifically looking at the impact on ELL and SWD students.
Standard 2.5 requires candidates to 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. An ELL lesson was used as the artifact “differentiation.” I created and implemented a lesson for an English Language Learner with special needs. The lesson was implemented after school hours. My contribution was the sole creator of the lesson, differentiating, adjusting content and the learning environment.
To facilitate the design of the ELL lesson, I established content standards the student needed to work on. I then decided differentiation techniques to use based on the characteristics of my student. Differentiation can also be seen in this lesson through the adjustment of content standards. The student needed to work on fractions. The fourth-grade fractions standards were past the students’ readiness level, so we started with a basic fraction introduction. I continued to facilitate the design as the student’s knowledge level fluctuated. After assessing the student's readiness level, interests and personal goals, I attached technology-enhanced learning experiences to the lesson. I modeled the implementation of technology-enhanced learning experience with Educreations, Multiuser Virtual Environment (MUVE) Fog Stone Isle. An adjustment was made to the learning environment to a familiar and convenient place for the student.
The artifact used for standard 2.5, demonstrates master of the standard because the lesson incorporates technology-enhanced learning experiences using Educreations, Fog Stone Isle and Mathletics. I also modeled and facilitated the design and implementation of the ELL lesson using a variety of strategies, including adjusting content, process and learning environment. From completing this artifact, I learned the benefits of implementing a technology-enhanced learning experience for an English Language Learner. I also learned the benefits adjusting a lesson to reflect the interests and readiness level of an individual student. If I were to do this lesson again next time, I would include the students' older and younger sibling in the process.
The work that went into creating this artifact will increase school improvement. The knowledge I gained will enhance my instruction. Because of this artifact I am more equipped to create lessons that will have a positive impact on ELL and Students with Disabilities (SWD). The knowledge I gained will be communicated with other staff members to have an impact on faculty development. The impact will be assessed by the Annual Yearly Progress report, specifically looking at the impact on ELL and SWD students.