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)
(PSC 2.5/ISTE 2e)
Artifact:
airplane_designer_webquest.pdf | |
File Size: | 1377 kb |
File Type: |
Reflection:
Briefly describe the artifact and the context in which it was created. What was your individual contribution(s)?
This artifact is a multimedia design project/webquest that I created as part of ITEC 7445. It is a webquest in which students worked together to design an airplane and marketing plan to try to keep the airplane manufacturing plant in their town open. Through this project, students studied design of airplanes, as well as business plans, profit/loss reports and other information to create a design for an airplane that could be the key to helping the local manufacturing plant get back to the thriving company that it once was. It was designed for the gifted students in third and fourth grade. I created this independently, with some input from a friend who is a company leader at Gulfstream, in our town.
Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
Standard 2.5 requires that the candidate model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation. Although I have used this artifact to show mastery of other sub-standards, I believe that it is also an effective way to show mastery of this standard. Teachers work to use differentiation in all lessons, but as a gifted teacher, I often have to differentiate in ways that some teachers don’t. I chose to use this project designed for gifted students to show how I used differentiation in order to adjust content, process, product, and learning environment for these learners, based on their learning styles and the gifted standards, interests, and learning goals. This activity required critical thinking and creativity from these students, who were working in small groups, while the students in the regular class were doing a different economics project with more guidance that also met the standards and required higher order thinking. However, it didn’t require as much as this project did. With the gifted students, I integrated math standards, as well as some instruction that was based on their interests that we had discussed.
The premise for this project was that the local aircraft manufacturing plant, a major employer in the local area, is going to close if sales don’t improve. As a part of this project, the students researched various designs of airplanes. They also studied the sales history of the company along with demographic information about the customer base to create the best airplane to bring up their sales.
Students worked in small groups to help the company. The students worked in small groups to find solutions to help the company. They had to determine the type of plane they wanted to create, how they would market it, how much they should sale it for in order to make a profit, and how to present it to the company. From the design of the plane to the marketing plan, students had to use creativity in order to make their presentation the very best.
What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact?
I learned that being the facilitator is a very effective role for me with my students. It seems that my most effective lessons are the ones where the students take the lead. The results were so much more than I expected for them to be. I learned that, if I will take the time to create environments for students to express themselves freely, the level of thinking will be taken to a whole new level. As far as improving the artifact, one is a technical issue. When I attempted to save the PowerPoint to my portfolio, the file was too large to upload onto the site. After a few attempts, I finally just had to create a PDF of the presentation and upload it. If I were to do it again, I would create it in Google Sheets, so that I could share it easily. For the actual project, I would improve it in a way that I had hoped to do this time. We actually have a large airplane manufacturing plant in our town, Gulfstream. I did have a guest come in to speak to the class, but I believe that the students would have been even more engaged in this, if we had been able to go on a field trip to the plant.
How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed?
This project encouraged students to think critically and develop their creative thinking skills as well. They even had to analyze data presented to them. As a result of this project, the students became better thinkers. They gained confidence through this project, and I believe that we could see great progress if we completed projects like this a few times during the year.
Briefly describe the artifact and the context in which it was created. What was your individual contribution(s)?
This artifact is a multimedia design project/webquest that I created as part of ITEC 7445. It is a webquest in which students worked together to design an airplane and marketing plan to try to keep the airplane manufacturing plant in their town open. Through this project, students studied design of airplanes, as well as business plans, profit/loss reports and other information to create a design for an airplane that could be the key to helping the local manufacturing plant get back to the thriving company that it once was. It was designed for the gifted students in third and fourth grade. I created this independently, with some input from a friend who is a company leader at Gulfstream, in our town.
Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
Standard 2.5 requires that the candidate model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation. Although I have used this artifact to show mastery of other sub-standards, I believe that it is also an effective way to show mastery of this standard. Teachers work to use differentiation in all lessons, but as a gifted teacher, I often have to differentiate in ways that some teachers don’t. I chose to use this project designed for gifted students to show how I used differentiation in order to adjust content, process, product, and learning environment for these learners, based on their learning styles and the gifted standards, interests, and learning goals. This activity required critical thinking and creativity from these students, who were working in small groups, while the students in the regular class were doing a different economics project with more guidance that also met the standards and required higher order thinking. However, it didn’t require as much as this project did. With the gifted students, I integrated math standards, as well as some instruction that was based on their interests that we had discussed.
The premise for this project was that the local aircraft manufacturing plant, a major employer in the local area, is going to close if sales don’t improve. As a part of this project, the students researched various designs of airplanes. They also studied the sales history of the company along with demographic information about the customer base to create the best airplane to bring up their sales.
Students worked in small groups to help the company. The students worked in small groups to find solutions to help the company. They had to determine the type of plane they wanted to create, how they would market it, how much they should sale it for in order to make a profit, and how to present it to the company. From the design of the plane to the marketing plan, students had to use creativity in order to make their presentation the very best.
What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact?
I learned that being the facilitator is a very effective role for me with my students. It seems that my most effective lessons are the ones where the students take the lead. The results were so much more than I expected for them to be. I learned that, if I will take the time to create environments for students to express themselves freely, the level of thinking will be taken to a whole new level. As far as improving the artifact, one is a technical issue. When I attempted to save the PowerPoint to my portfolio, the file was too large to upload onto the site. After a few attempts, I finally just had to create a PDF of the presentation and upload it. If I were to do it again, I would create it in Google Sheets, so that I could share it easily. For the actual project, I would improve it in a way that I had hoped to do this time. We actually have a large airplane manufacturing plant in our town, Gulfstream. I did have a guest come in to speak to the class, but I believe that the students would have been even more engaged in this, if we had been able to go on a field trip to the plant.
How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed?
This project encouraged students to think critically and develop their creative thinking skills as well. They even had to analyze data presented to them. As a result of this project, the students became better thinkers. They gained confidence through this project, and I believe that we could see great progress if we completed projects like this a few times during the year.