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: Online Course (enrolment password: phillips)
Reflection:
For standard 2.5, I am providing a link to the online course I developed as part of my studies at Kennesaw State University. This online course was designed and built over multiple semesters from 2012 to 2013. The course was implemented with students in the Spring semester of 2013. This hybrid course was developed for third grade students and addresses the Social Studies Georgia Performance Standards. The course is built on the Moodle platform and is designed to meet the learning needs of diverse learners.
Standard 2.5 establishes the expectations for differentiation in technology-based learning experiences. The standard outlines differentiation in the form of content, process, product, and learning environment. This online course was developed with numerous levels of differentiation to ensure that all students had access to a meaningful learning experience. In this online course, students have choice in selecting how the content will be delivered. Students can choose for the information to be shared through audio recordings, video footage, texts, images, and in some cases, music. Each discussion post and task in this online course has a link to additional support, which can be used by students as needed. Examples of this support include scaffolded sentence starters, discussion templates, and graphic organizers. In addition, the course was designed to provide alternative products for several students to align with specific learning needs. These alternative tasks require students to apply their knowledge but are at different levels of rigor, based on student needs.
Developing and implementing this online course proved to be an incredibly meaningful learning experience! Prior to completing this task, I was unsure about the accessibility of online programs for diverse learners. I was uncomfortable with the idea of teaching exceptional students in the online setting. From this experience, I learned that there are numerous differentiation opportunities available in an online setting. I found that differentiation in the online setting is oftentimes easier than in the traditional classroom. Furthermore, I learned new and innovative ways to use technology-based tools and resources to meet the needs of all students. While I was certainly pleased with this learning experience and with my online course, I still believe the course could be improved. To make this a more meaningful learning experience for my students, I would like to further expand the modules to include more performance task choices for students. I think providing more options for students would certainly enhance this online course.
The world of online learning is rapidly growing in the field of K-12 education. It is clear that technology can be used to enhance student learning experiences and to facilitate professional learning experiences. This online course provided a meaningful learning experience for multiple third grade students. This was evidenced by achievement data collected throughout the course modules. In addition, this online course facilitated growth toward our School Strategic Plan technology related goals. In the future, I would like to share the information I gained about online course design and development with fellow educators. This professional development would likely lead to others developing online courses and sharing digital tools and resources that could positively impact student learning.
Reflection:
For standard 2.5, I am providing a link to the online course I developed as part of my studies at Kennesaw State University. This online course was designed and built over multiple semesters from 2012 to 2013. The course was implemented with students in the Spring semester of 2013. This hybrid course was developed for third grade students and addresses the Social Studies Georgia Performance Standards. The course is built on the Moodle platform and is designed to meet the learning needs of diverse learners.
Standard 2.5 establishes the expectations for differentiation in technology-based learning experiences. The standard outlines differentiation in the form of content, process, product, and learning environment. This online course was developed with numerous levels of differentiation to ensure that all students had access to a meaningful learning experience. In this online course, students have choice in selecting how the content will be delivered. Students can choose for the information to be shared through audio recordings, video footage, texts, images, and in some cases, music. Each discussion post and task in this online course has a link to additional support, which can be used by students as needed. Examples of this support include scaffolded sentence starters, discussion templates, and graphic organizers. In addition, the course was designed to provide alternative products for several students to align with specific learning needs. These alternative tasks require students to apply their knowledge but are at different levels of rigor, based on student needs.
Developing and implementing this online course proved to be an incredibly meaningful learning experience! Prior to completing this task, I was unsure about the accessibility of online programs for diverse learners. I was uncomfortable with the idea of teaching exceptional students in the online setting. From this experience, I learned that there are numerous differentiation opportunities available in an online setting. I found that differentiation in the online setting is oftentimes easier than in the traditional classroom. Furthermore, I learned new and innovative ways to use technology-based tools and resources to meet the needs of all students. While I was certainly pleased with this learning experience and with my online course, I still believe the course could be improved. To make this a more meaningful learning experience for my students, I would like to further expand the modules to include more performance task choices for students. I think providing more options for students would certainly enhance this online course.
The world of online learning is rapidly growing in the field of K-12 education. It is clear that technology can be used to enhance student learning experiences and to facilitate professional learning experiences. This online course provided a meaningful learning experience for multiple third grade students. This was evidenced by achievement data collected throughout the course modules. In addition, this online course facilitated growth toward our School Strategic Plan technology related goals. In the future, I would like to share the information I gained about online course design and development with fellow educators. This professional development would likely lead to others developing online courses and sharing digital tools and resources that could positively impact student learning.