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, and personal goals.
Reflection
The Multimedia Design Project was completed to provide students with a project-based learning activity that can increase student engagement. The Multimedia Design Project is a WebQuest of the Oregon Trail that designed for 4th grade students but could be adapted for implementation of other grade levels.
Standard 2.5, Differentiation establishes expectations for modeling and facilitating the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment. This artifact demonstrates my ability to model, facilitate, design implement a project and differentiate the content, process, product, and learning environment of a technology-enhanced learning experiences. The project can be completed individually or in small groups providing differentiation in the learning environment. This artifact provides differentiation of content and process by allowing students to conduct a short research project that build knowledge through investigation of different aspects of the Oregon Trail with the choice of three or more provided resources. Providing students with choice is also a content and process differentiation strategy. Student have a choice of what role they would like to take. After choosing a role, students will start a journal to record their daily activities on the trail. The journey for each role will be different. The way of living and hardships were different for each family. Students can write their journal using Google Docs or paper. Students will use their journal to create a handbook or a brochure with maps to send back home for others to use as a guide for traveling the Oregon Trail. Students should include: supplies needed and the cost, hardships (what problems can occur?), landmarks (rivers and mountains), interesting facts or experiences. The students will produce a final product of a handbook or a brochure which differentiates the product. Another differentiating strategies is a screencast providing struggling readers and auditory learners the directions. A short video clip was also available for visual learners. Students can be grouped collaboratively to allow for peer scaffolding.
Completing this Multimedia Design Project was a very meaningful learning experience. I learned how to use a variety of differentiating strategies to enhance learning with the integration of technology. One thing I would do differently is create my own video to explain the Oregon Trail.
This artifact impacts student learning by enhancing technology and increasing the level of student engagement. The impact of the artifact can be assessed by the student’s ability to conduct research and apply information to journal writing and produce a final product of a handbook or a brochure through the use of a rubric.
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, and personal goals.
Reflection
The Multimedia Design Project was completed to provide students with a project-based learning activity that can increase student engagement. The Multimedia Design Project is a WebQuest of the Oregon Trail that designed for 4th grade students but could be adapted for implementation of other grade levels.
Standard 2.5, Differentiation establishes expectations for modeling and facilitating the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment. This artifact demonstrates my ability to model, facilitate, design implement a project and differentiate the content, process, product, and learning environment of a technology-enhanced learning experiences. The project can be completed individually or in small groups providing differentiation in the learning environment. This artifact provides differentiation of content and process by allowing students to conduct a short research project that build knowledge through investigation of different aspects of the Oregon Trail with the choice of three or more provided resources. Providing students with choice is also a content and process differentiation strategy. Student have a choice of what role they would like to take. After choosing a role, students will start a journal to record their daily activities on the trail. The journey for each role will be different. The way of living and hardships were different for each family. Students can write their journal using Google Docs or paper. Students will use their journal to create a handbook or a brochure with maps to send back home for others to use as a guide for traveling the Oregon Trail. Students should include: supplies needed and the cost, hardships (what problems can occur?), landmarks (rivers and mountains), interesting facts or experiences. The students will produce a final product of a handbook or a brochure which differentiates the product. Another differentiating strategies is a screencast providing struggling readers and auditory learners the directions. A short video clip was also available for visual learners. Students can be grouped collaboratively to allow for peer scaffolding.
Completing this Multimedia Design Project was a very meaningful learning experience. I learned how to use a variety of differentiating strategies to enhance learning with the integration of technology. One thing I would do differently is create my own video to explain the Oregon Trail.
This artifact impacts student learning by enhancing technology and increasing the level of student engagement. The impact of the artifact can be assessed by the student’s ability to conduct research and apply information to journal writing and produce a final product of a handbook or a brochure through the use of a rubric.