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: Bloom's Taxonomy Review of French 1 Semester 1
Reflection:The artifact I have chosen to demonstrate mastery of Standard 2.5 is a Bloom’s Taxonomy Review of French 1. I created this Bloom’s Taxonomy Review of 1st Semester for my French 1 classes during the 2013-2014 academic year. It was not an artifact created for any ITEC class, but one that instead was inspired by my classes at Kennesaw State University. It was also necessitated as a way to bring students back into the Francophone world after the Winter Holidays. This project contains 18 tasks among which students may choose to review the lessons learned throughout the first semester of French 1. Each of the six levels of Bloom’s Taxonomy contains three tasks. The lower two level of tasks each earned students 10 points, the middle two levels earned students 15 points each, and the two highest levels allowed students to earn 20 points per task. Students were able to choose up to two tasks per category as they desired, but their point total needed to add up to at least 100 points.
Designing this artifact permitted me to demonstrate mastery of Standard 2.5, which states that “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.” This artifact allowed students to choose and personalize their content and product, and based upon their needs, interests, and goals. A student who needed to focus on lower levels of comprehension and memorization was just as successful as a student who was able to move straight to the higher levels of evaluation and creation, although fewer tasks were needed to earn the 100 points at the more advanced taxonomy levels.
Technology also allowed students the freedom to choose their learning environment and presentation method as well. Because the project was posted on the online learning management system (LMS), students could work from home just as easily as at school. Because there was a digital dropbox on the LMS, students could submit work when they finished or they could save drafts of unfinished work to complete later. Students could choose in-person or pre-recorded presentations, and paper or digital posters, vocabulary books, word searches, and lessons.
If I were to model the implementation of a similar project with a teacher in the future, I would advise dedicating more time when introducing the project on the ways that technology could be used to both personalize and enhance the learning experience for the students. Many of my students were not able to visualize how to perform the tasks in a digital format and so defaulted to traditional paper methods. As a result, their products were not as polished as they could have been, they did not catch mistakes that could have been eliminated, and they did not earn the maximum number of points that they could have earned. While technology should not be used to replace all presentation methods, students should know how to use it to their advantage both now and in the future. I would therefore assist the teacher by creating digital examples of the products, as well as facilitate a brainstorming session with the teacher and student to discuss how to transform "old school" paper projects into 21st Century digital products that take full advantage of the tools available today.
Designing this artifact permitted me to demonstrate mastery of Standard 2.5, which states that “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.” This artifact allowed students to choose and personalize their content and product, and based upon their needs, interests, and goals. A student who needed to focus on lower levels of comprehension and memorization was just as successful as a student who was able to move straight to the higher levels of evaluation and creation, although fewer tasks were needed to earn the 100 points at the more advanced taxonomy levels.
Technology also allowed students the freedom to choose their learning environment and presentation method as well. Because the project was posted on the online learning management system (LMS), students could work from home just as easily as at school. Because there was a digital dropbox on the LMS, students could submit work when they finished or they could save drafts of unfinished work to complete later. Students could choose in-person or pre-recorded presentations, and paper or digital posters, vocabulary books, word searches, and lessons.
If I were to model the implementation of a similar project with a teacher in the future, I would advise dedicating more time when introducing the project on the ways that technology could be used to both personalize and enhance the learning experience for the students. Many of my students were not able to visualize how to perform the tasks in a digital format and so defaulted to traditional paper methods. As a result, their products were not as polished as they could have been, they did not catch mistakes that could have been eliminated, and they did not earn the maximum number of points that they could have earned. While technology should not be used to replace all presentation methods, students should know how to use it to their advantage both now and in the future. I would therefore assist the teacher by creating digital examples of the products, as well as facilitate a brainstorming session with the teacher and student to discuss how to transform "old school" paper projects into 21st Century digital products that take full advantage of the tools available today.
