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: WebQuest
Project Template
Reflection:
The WebQuest I created was designed to help the students construct a page of notes to help them through Unit 4 of Coordinate Algebra. The goal of the WebQuest was to help the students review topics from middle school and have a working set of notes that would make it easier to complete Unit 4 of Coordinate Algebra.
Using my collaborative teacher to pull out students to another room differentiated the WebQuest. I modeled and facilitated differentiating based on learning environment by having the students work in a small group versus a regular classroom size setting. In my collaborative class, one of the teachers pulled out a select group of students who needed to focus in a smaller group into the classroom across the hall. This allowed the teacher to focus on each individual’s weakness and make sure that each student understood the lesson. By having the smaller group in a different location, the collaborative teacher could also differentiate based on content, process, and product for students who need extra help with writing notes or working the problems. Notes were provided for students who struggle with taking notes, allowing those students to listen more intently to the instruction through the WebQuest. The website that housed the WebQuest also has a recording of myself reading the pages for students who have a reading disability.
I often survey my students about their interests and try to incorporate those wherever I am able. I start the year out with a survey of my students’ interests. I keep this close by while planning and try to incorporate topics that interest them to help them be more enthusiastic about the math. Students, who would not benefit from this WebQuest because they know the topics already, would be accelerated to a different topic of study. I would utilize a pre-test for the unit and surveys to determine learner characteristics and differentiate based on the results. Students who showed mastery on the topic would use the time during the WebQuest to watch flipped videos of the next topic of study that are located on my website. They would then practice the new topic while the other students were learning the lesson. This will allow me to accelerate my students who are ready and work more closely with students who need extra attention.
The WebQuest I created was designed to help the students construct a page of notes to help them through Unit 4 of Coordinate Algebra. The goal of the WebQuest was to help the students review topics from middle school and have a working set of notes that would make it easier to complete Unit 4 of Coordinate Algebra.
Using my collaborative teacher to pull out students to another room differentiated the WebQuest. I modeled and facilitated differentiating based on learning environment by having the students work in a small group versus a regular classroom size setting. In my collaborative class, one of the teachers pulled out a select group of students who needed to focus in a smaller group into the classroom across the hall. This allowed the teacher to focus on each individual’s weakness and make sure that each student understood the lesson. By having the smaller group in a different location, the collaborative teacher could also differentiate based on content, process, and product for students who need extra help with writing notes or working the problems. Notes were provided for students who struggle with taking notes, allowing those students to listen more intently to the instruction through the WebQuest. The website that housed the WebQuest also has a recording of myself reading the pages for students who have a reading disability.
I often survey my students about their interests and try to incorporate those wherever I am able. I start the year out with a survey of my students’ interests. I keep this close by while planning and try to incorporate topics that interest them to help them be more enthusiastic about the math. Students, who would not benefit from this WebQuest because they know the topics already, would be accelerated to a different topic of study. I would utilize a pre-test for the unit and surveys to determine learner characteristics and differentiate based on the results. Students who showed mastery on the topic would use the time during the WebQuest to watch flipped videos of the next topic of study that are located on my website. They would then practice the new topic while the other students were learning the lesson. This will allow me to accelerate my students who are ready and work more closely with students who need extra attention.