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 Online Blended Learning Design
Relection
This blended module was designed and implemented as a required class assignment for ITEC 7430. The module has six scaffold lessons on a physical science topic. I developed the online tasks and face to face activities. This individual project was completed, implemented, and submitted in the spring of 2014. The science content provides a learning experience integrated with web technology and language learning strategies. The module enables a higher learning experience for second language learners. Science content standards on conceptual laws of motion and forces and technology standards for student application and student centered learning frame this blended content unit. The student body for this class was very diverse; the demographics were roughly 30% Nepali, 20%, Burmese, with the remainder being mid-eastern, Central American, and African. Ages ranged from 14 to 19 years old.
A blended model, the face to face content instructions was provided in class during the regular school day. The teacher led classroom instruction initially focused on technical tasks to prepare and introduce students to the virtual learning components. Next, students were prepared to work as group members and group leaders. The group learning was essential for the differentiated learning tasks, such as the adjusted read/write content assignments and the out loud topic discussions.
Web tools used to apply concepts to show forces (things that push or pull), were online tasks, and students had to navigate to designated sites. Online tasks required students to further explore and translate assignments for more understanding of content topics. Scaffolding the lessons enabled students to reach the goal of gaining access to the X-plane simulator software. The X-Plan was set up on several computers, and gaining flight practice time depended on lesson assessments and formative readiness observations. The time blocks for flight simulation varied between eight to twelve minutes. Assessment scores below the average mark, required student to make researched corrections.
From observations, it was evident that students better engaged in the writing worksheets assignments in group learning. Their interest in aviation and technology was reflected in their content gains; their new understanding was evident in their written products and in class discussions. The learning experience was very active and students were engaged for much of the learning period. More peer learning opportunities were needed; while some students sped ahead others lagged behind. To better manage the classroom instruction, this difference in the assignment completion rates must be managed carefully to avoid class disturbances.
Formative and summative assessments were made via assessed student worksheets, peer and teacher observations, one-on-one teacher to student dialogue, student science work products. The large class population was not easily managed when software malfunctioned and interrupted simulated student flights. These difficulties did not discourage students and use of real world aviation tools made the learning an occupation-like experience.
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 Online Blended Learning Design
Relection
This blended module was designed and implemented as a required class assignment for ITEC 7430. The module has six scaffold lessons on a physical science topic. I developed the online tasks and face to face activities. This individual project was completed, implemented, and submitted in the spring of 2014. The science content provides a learning experience integrated with web technology and language learning strategies. The module enables a higher learning experience for second language learners. Science content standards on conceptual laws of motion and forces and technology standards for student application and student centered learning frame this blended content unit. The student body for this class was very diverse; the demographics were roughly 30% Nepali, 20%, Burmese, with the remainder being mid-eastern, Central American, and African. Ages ranged from 14 to 19 years old.
A blended model, the face to face content instructions was provided in class during the regular school day. The teacher led classroom instruction initially focused on technical tasks to prepare and introduce students to the virtual learning components. Next, students were prepared to work as group members and group leaders. The group learning was essential for the differentiated learning tasks, such as the adjusted read/write content assignments and the out loud topic discussions.
Web tools used to apply concepts to show forces (things that push or pull), were online tasks, and students had to navigate to designated sites. Online tasks required students to further explore and translate assignments for more understanding of content topics. Scaffolding the lessons enabled students to reach the goal of gaining access to the X-plane simulator software. The X-Plan was set up on several computers, and gaining flight practice time depended on lesson assessments and formative readiness observations. The time blocks for flight simulation varied between eight to twelve minutes. Assessment scores below the average mark, required student to make researched corrections.
From observations, it was evident that students better engaged in the writing worksheets assignments in group learning. Their interest in aviation and technology was reflected in their content gains; their new understanding was evident in their written products and in class discussions. The learning experience was very active and students were engaged for much of the learning period. More peer learning opportunities were needed; while some students sped ahead others lagged behind. To better manage the classroom instruction, this difference in the assignment completion rates must be managed carefully to avoid class disturbances.
Formative and summative assessments were made via assessed student worksheets, peer and teacher observations, one-on-one teacher to student dialogue, student science work products. The large class population was not easily managed when software malfunctioned and interrupted simulated student flights. These difficulties did not discourage students and use of real world aviation tools made the learning an occupation-like experience.