Standard 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) ![]()
|
For standard 2.5, I am attaching the overview of the plans for a unit I developed as part of my studies at Kennesaw State University. This unit was designed in conjunction with the school’s music technology instructor and was implemented in the spring of 2016. This unit was developed to align with Georgia Performance Standards for middle school band. The unit was envisioned as a collaborative project utilizing Garageband having students score and perform a soundtrack for a video. The plan was built with numerous suggested modifications to allow for possible differentiation.
Standard 2.5 covers the appropriate use of differentiation in technology-enhanced learning experiences based on an analysis of learner characteristics, including readiness levels, interests, and personal goals. The standard directly addresses the manifestation of differentiation in adjusting content, process, product, and learning environment. This unit included numerous available branches for possible differentiation to ensure that all students had the maximum opportunity for success. Students have choice in the unit of selecting their role, the video, and the performance. The teacher also has various levels of completed content, templates and the ability to modify the rubric for the final product to help insure that students who may not have as much skill or expertise on the platform have a successful experience. The combination of these various parameters allows for all students to be challenged at an appropriate level based on the student’s needs.
Developing and implementing this unit was a great deal of fun and highly illuminating for myself and our music technology teacher. We were both a little nervous about using a unit with the sheer number of tasks involved with a group of students with such a broad range of readiness levels, interests, and personal goals. However, as we worked through the implementation we discovered that it was precisely the number of tasks that made the unit so malleable. As we facilitated each group’s movement through the tasks, it quickly became apparent where modifications would be required. Some groups ended up doing work that was almost 100% original while other groups used templates, ready-made video and audio loops. In the future, I would like to extend the time for the unit and have all of the students produce their own video content around a choice of themes. I believe this would increase ownership and the authenticity of the experience. At the end of the unit all groups had a product they were proud of and could participate in sharing with others. In the future, I would like to convince all teachers in our fine arts department to coordinate and produce a promotional DVD to showcase student work from our drama, art, band, chorus, music technology and orchestra programs.
This unit has served as the catalyst for a new approach in our music technology program. As the music technology teacher and I worked on improving the lesson to make the activity a more meaningful learning experience for all students, we began to see how this course could service an entirely new group of students with no music or fine arts background. At this point we plan to expand the course next year to add three more sections. This will drastically increase the number of students served by our fine arts department. It is my belief that exposure to the fine arts is one of the most important differentiators for students who are successful in academics. Suffice to say that this unit has also redefined what could be done in our music technology lab. In addition, this unit inspired our band teacher to take over the new sections of this course and we are now hiring a new band teacher to fill his previous position. We will be able to see how much of an impact we have had on student learning when the district SPG (School Performance Goal) assessments are given this year.
Standard 2.5 covers the appropriate use of differentiation in technology-enhanced learning experiences based on an analysis of learner characteristics, including readiness levels, interests, and personal goals. The standard directly addresses the manifestation of differentiation in adjusting content, process, product, and learning environment. This unit included numerous available branches for possible differentiation to ensure that all students had the maximum opportunity for success. Students have choice in the unit of selecting their role, the video, and the performance. The teacher also has various levels of completed content, templates and the ability to modify the rubric for the final product to help insure that students who may not have as much skill or expertise on the platform have a successful experience. The combination of these various parameters allows for all students to be challenged at an appropriate level based on the student’s needs.
Developing and implementing this unit was a great deal of fun and highly illuminating for myself and our music technology teacher. We were both a little nervous about using a unit with the sheer number of tasks involved with a group of students with such a broad range of readiness levels, interests, and personal goals. However, as we worked through the implementation we discovered that it was precisely the number of tasks that made the unit so malleable. As we facilitated each group’s movement through the tasks, it quickly became apparent where modifications would be required. Some groups ended up doing work that was almost 100% original while other groups used templates, ready-made video and audio loops. In the future, I would like to extend the time for the unit and have all of the students produce their own video content around a choice of themes. I believe this would increase ownership and the authenticity of the experience. At the end of the unit all groups had a product they were proud of and could participate in sharing with others. In the future, I would like to convince all teachers in our fine arts department to coordinate and produce a promotional DVD to showcase student work from our drama, art, band, chorus, music technology and orchestra programs.
This unit has served as the catalyst for a new approach in our music technology program. As the music technology teacher and I worked on improving the lesson to make the activity a more meaningful learning experience for all students, we began to see how this course could service an entirely new group of students with no music or fine arts background. At this point we plan to expand the course next year to add three more sections. This will drastically increase the number of students served by our fine arts department. It is my belief that exposure to the fine arts is one of the most important differentiators for students who are successful in academics. Suffice to say that this unit has also redefined what could be done in our music technology lab. In addition, this unit inspired our band teacher to take over the new sections of this course and we are now hiring a new band teacher to fill his previous position. We will be able to see how much of an impact we have had on student learning when the district SPG (School Performance Goal) assessments are given this year.