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: Podcast
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Reflection:
My research for EDU 8900 was to determine if podcasting could offer an oral alternative to meeting the writing standards for kindergarten students. Our students are assessed on their writing abilities through an instrument we refer to as the Performance Based Writing Assessments (PBAs). Those students who were considered at-risk were given the opportunity to present their writings orally through a podcast. These students remained with the class as they listened to the literature, received directions and illustrated their responses, however, when the writing phase occurred they put on headsets and orally presented their responses. This artifact is an excellent one for standard 2.5 as it shows how technology can be used to differentiate instruction, adjust the content, and produce a product that is based on the characteristics of these learners. To differentiation instruction, I offered four at-risk students the opportunity to use a podcast to orally present their writing assessments. These students were not capable of writing a complete sentence at the beginning of this intervention. I set up procedures for the podcast that included the students illustrating and narrating the writing assignment. The PBAs cover several language standards and they address various topics such as; comparing characters, comparing informational vs. fiction, or how their own lives were similar to the stories. Within a few days I would ask the student to listen to their podcast again and we would have a short discussion about their narration. I provided each student with a sentence strip of one of their narrated sentences and cut it apart word by word in front of them. Their task was to put the sentence strip back together and read it aloud to the teacher. We would repeat this activity most every day until the next PBA was administered and repeat this procedure with that one. This artifact demonstrates that I have modeled and facilitated standard 2.5 as I have implemented technology (podcast) to enhance and differentiate a learning experience for students who might have otherwise been unable to fully participate in writing activities with their classmates. The artifact also shows it had a positive impact on these students’ learning, as they had a project they too could share with their classmates. I uploaded a photo of their illustration that goes with each podcast and this made it easy for each student to identify their own podcast. When the rest of the class shared their writings during author’s chair, these students were able to share their podcast using the SMARTBoard. This experience was very touching as I watched these four students gain confidence in what they had to say. I believe as they participated in this activity they came to see that what they say can be written. Two of these students were learning English as a second language and one of them made great gains during this time on her language assessments. In the future, I would give my students some experience in listening to podcasts before I have them create one. Possibly building the at-risk students comfort level by having more proficient students model narration for them. This project had a positive impact on student learning as each of these students were retested using the DIBELS language assessment and all showed gains. Only one student remained in the red at-risk category while the others moved to either yellow or green. This artifact shows how differentiating instruction can help a student become successful in ways traditional methods sometimes do not. |