Standard 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)
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 - 2nd Grade Internet-Supported Lesson Plan
Reflection
Differentiation and differentiated instruction are commonly used words that help educators focus on differences among students. The challenge is in using different instructional methods and resources to enable all students to meet the same educational standards. My ISTE-format 2nd grade Internet-supported lesson plan in which students learn about Georgia features demonstrates how I modeled and facilitated the design and implementation of a technology-enhanced learning experience.
The 2nd grade Social Studies standards contains student learning about physical features of Georgia as well as information about plants, animals and famous Georgians. This lesson plan was intended to allow students to work collaboratively with technology, compile research and use technology to create an electronic book about Georgia. In order to guarantee that students were successful, I had to think deeply about learner characteristics of 2nd graders and spend a great deal of time to make sure that content, process, product and learning environment were prepared. Students were going to be using photos of plants, animals, and famous Georgians to insert in their electronic book. I realized that 2nd graders would be overwhelmed trying to search the Internet, so it was necessary for me to download appropriate copyright-free images into a shared Google folder. Knowing that each student would have to sign in to use computers, I set up class groups with shared access to the templates and photo folders. To facilitate student use of ScribbleMap to mark and identify regions and features, I first created the master physical map of Georgia and saved a copy. I also created an electronic book template in Google Presentations for students to help them create the final products.
Working with Centennial Place 2nd graders required maximum differentiation. Four classes contained 85 students ranging in age from 7 to 9. Some students read at a 4th grade level; others struggle to decode words. Some students have fine motor skills for typing and manipulating a mouse, others lose patience coloring with crayons. Several of the students are English language learners, and one required a translating device to understand instructions and material. About twenty of the students have individualized education plans for learning disabilities. None could work on an activity or more than twenty minutes at a time. Of course, as media specialist I didn’t quite realize the extent of challenge this activity would bring. Still, all students were able to choose how they could participate in the activity. Several students were able to focus on content for the presentation, and inserted pictures with facts in the electronic book. Small groups of students used ScribbleMap on the Promethean board, and I facilitated differentiating by process as students chose whether they wanted to draw rivers and boundaries, insert labels, or read information to a student acting as typist . Differentiating by readiness allowed students at lower levels to draw pictures of animals or plants from different regions, depending on their interests, for later scanning for use in the image files. All students worked on flip books that they used as references when later working on the ScribbleMap or presentation.
In creating and implementing this lesson I learned that managing 22 2nd graders at a time with a technology-facilitated activity, even carefully planned and implemented with two teachers, was like herding cats. I plan to collaborate with 2nd grade teachers again this year to successfully complete the entire lesson, knowing the amount of time and energy that will be required. To improve the lesson, I will break it into smaller segments. Instead of trying to use rotating learning centers, over the course of the quarter students will focus on just one component of Georgia history and geography, and include basic technology skills taught in the lab. I will also add an audio/video component that will differentiate by product, giving students the option of talking about Georgia features instead of having to type.
The work that went into creating this lesson will impact student learning and teacher professional development. First, the lesson will help second graders learn social studies content by combining reading, visual and technology tools in a creative project. This can be assessed by improved student performance on benchmark and summative assessments, and by completion of student projects that are entered in state competitions. Second, the lesson will contribute to teacher professional development by serving as a model of an Internet-facilitated lesson, demonstrating that teachers and students can safely experiment with using different technology media in challenging circumstances. This can be assessed by documenting the increased number of innovative class projects throughout the school year. Even though the initial implementation of this lesson was not successful, I believe the learning experience is as important as the content in a STEAM-focused school, and being innovative with lessons like this one will energize and engage teachers and students.
Differentiation and differentiated instruction are commonly used words that help educators focus on differences among students. The challenge is in using different instructional methods and resources to enable all students to meet the same educational standards. My ISTE-format 2nd grade Internet-supported lesson plan in which students learn about Georgia features demonstrates how I modeled and facilitated the design and implementation of a technology-enhanced learning experience.
The 2nd grade Social Studies standards contains student learning about physical features of Georgia as well as information about plants, animals and famous Georgians. This lesson plan was intended to allow students to work collaboratively with technology, compile research and use technology to create an electronic book about Georgia. In order to guarantee that students were successful, I had to think deeply about learner characteristics of 2nd graders and spend a great deal of time to make sure that content, process, product and learning environment were prepared. Students were going to be using photos of plants, animals, and famous Georgians to insert in their electronic book. I realized that 2nd graders would be overwhelmed trying to search the Internet, so it was necessary for me to download appropriate copyright-free images into a shared Google folder. Knowing that each student would have to sign in to use computers, I set up class groups with shared access to the templates and photo folders. To facilitate student use of ScribbleMap to mark and identify regions and features, I first created the master physical map of Georgia and saved a copy. I also created an electronic book template in Google Presentations for students to help them create the final products.
Working with Centennial Place 2nd graders required maximum differentiation. Four classes contained 85 students ranging in age from 7 to 9. Some students read at a 4th grade level; others struggle to decode words. Some students have fine motor skills for typing and manipulating a mouse, others lose patience coloring with crayons. Several of the students are English language learners, and one required a translating device to understand instructions and material. About twenty of the students have individualized education plans for learning disabilities. None could work on an activity or more than twenty minutes at a time. Of course, as media specialist I didn’t quite realize the extent of challenge this activity would bring. Still, all students were able to choose how they could participate in the activity. Several students were able to focus on content for the presentation, and inserted pictures with facts in the electronic book. Small groups of students used ScribbleMap on the Promethean board, and I facilitated differentiating by process as students chose whether they wanted to draw rivers and boundaries, insert labels, or read information to a student acting as typist . Differentiating by readiness allowed students at lower levels to draw pictures of animals or plants from different regions, depending on their interests, for later scanning for use in the image files. All students worked on flip books that they used as references when later working on the ScribbleMap or presentation.
In creating and implementing this lesson I learned that managing 22 2nd graders at a time with a technology-facilitated activity, even carefully planned and implemented with two teachers, was like herding cats. I plan to collaborate with 2nd grade teachers again this year to successfully complete the entire lesson, knowing the amount of time and energy that will be required. To improve the lesson, I will break it into smaller segments. Instead of trying to use rotating learning centers, over the course of the quarter students will focus on just one component of Georgia history and geography, and include basic technology skills taught in the lab. I will also add an audio/video component that will differentiate by product, giving students the option of talking about Georgia features instead of having to type.
The work that went into creating this lesson will impact student learning and teacher professional development. First, the lesson will help second graders learn social studies content by combining reading, visual and technology tools in a creative project. This can be assessed by improved student performance on benchmark and summative assessments, and by completion of student projects that are entered in state competitions. Second, the lesson will contribute to teacher professional development by serving as a model of an Internet-facilitated lesson, demonstrating that teachers and students can safely experiment with using different technology media in challenging circumstances. This can be assessed by documenting the increased number of innovative class projects throughout the school year. Even though the initial implementation of this lesson was not successful, I believe the learning experience is as important as the content in a STEAM-focused school, and being innovative with lessons like this one will energize and engage teachers and students.