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.
Multimedia Design Project
The Multimedia Design Project was created in the Multimedia and Web Design course. The purpose of this artifact was to design, develop, and pilot test a developmentally appropriate technology-enhanced experience for my students that addresses content standards and technology standards. The assignment consisted of developing a pre-plan and an evaluation and reflection report. The development of the project was organized around the ADDIE Model of Instruction Design. The project had to include audio, graphic, and video. These elements needed to be included in a way to demonstrate effective design. For the artifact, I completed a webquest based on the Reform Movements. This correlated with fourth grade social studies standards. Throughout the completion of the project, students chose a historical figure to study (Harriet Tubman, Elizabeth Cady Stanton, or Sojourner Truth), researched that person using the resources provided in the webquest, created a diary and an artifact to represent their historical figure, and presented their information through a museum walkthrough.
The Multimedia Design Project demonstrates mastery of Standard 2.5 because, throughout the process of the project, different levels of differentiation are made available to the students. Students are provided choices throughout the project as well. As students are completing their task, they are provided different reading materials that they can choose based on their own reading levels. Students are also provided audio and video. Also, they are some ideas for differentiation provided on the "Teacher Page" of the webquest.
By completing the Multimedia Design Project, I learned that there are a lot of differentiation resources available when using technology to teach students. I was able to easily find or create reading materials, audio, and video to teach the same concepts within the project. Also, I think when completing a "pre-plan" some differentiation can be prepared, but, as a teacher, it is important to be flexible and prepared to modify your plans as needed while you are teaching. If I could do something different when completing this project, I would have allowed students to choose whether they created a diary or an artifact about their historical figure (instead of completing both). This would have allowed further differentiation as students could have chosen the product that would allow them to be more successful. Also, it would have allowed for meaningful end products as students would not have been as rushed to complete both. Also, I think I could have included more differentiation ideas on the "Teacher Page" than what is already included.
The Multimedia Design Project impacts student learning because the project provided a variety of ways to teach students the same content. By the end of the webquest, students had used all different means to achieve the same end result and learn the same standards. By providing differentiation, the learning environment will be successful, and students will be more engaged and interested in the content. Also, the artifact impacts student learning because the webquest provides an engaging, authentic learning experience for students. This experience could ultimately give students a deeper, more meaningful understanding of the standards taught in the lesson. The impact of the Multimedia Design Project could assessed by completing the rubric for each student's final products that were created during the webquest. Also, throughout the implementation of the project, it is important to informally observe each student's progress through the steps of the webquest to determine their understanding.
The Multimedia Design Project demonstrates mastery of Standard 2.5 because, throughout the process of the project, different levels of differentiation are made available to the students. Students are provided choices throughout the project as well. As students are completing their task, they are provided different reading materials that they can choose based on their own reading levels. Students are also provided audio and video. Also, they are some ideas for differentiation provided on the "Teacher Page" of the webquest.
By completing the Multimedia Design Project, I learned that there are a lot of differentiation resources available when using technology to teach students. I was able to easily find or create reading materials, audio, and video to teach the same concepts within the project. Also, I think when completing a "pre-plan" some differentiation can be prepared, but, as a teacher, it is important to be flexible and prepared to modify your plans as needed while you are teaching. If I could do something different when completing this project, I would have allowed students to choose whether they created a diary or an artifact about their historical figure (instead of completing both). This would have allowed further differentiation as students could have chosen the product that would allow them to be more successful. Also, it would have allowed for meaningful end products as students would not have been as rushed to complete both. Also, I think I could have included more differentiation ideas on the "Teacher Page" than what is already included.
The Multimedia Design Project impacts student learning because the project provided a variety of ways to teach students the same content. By the end of the webquest, students had used all different means to achieve the same end result and learn the same standards. By providing differentiation, the learning environment will be successful, and students will be more engaged and interested in the content. Also, the artifact impacts student learning because the webquest provides an engaging, authentic learning experience for students. This experience could ultimately give students a deeper, more meaningful understanding of the standards taught in the lesson. The impact of the Multimedia Design Project could assessed by completing the rubric for each student's final products that were created during the webquest. Also, throughout the implementation of the project, it is important to informally observe each student's progress through the steps of the webquest to determine their understanding.