Create: Select one of the web tools mentioned in Create and build a new learning focused tool to differentiate instruction.
In my recent Content Map on evolution, I included a differentiated learning assignment, a Collaborative Webquest/Virtual Field Trip. Using a template that I found online, I shared a "hyperdoc" (Google Doc with various hyperlinks) with students through my LMS, Google Classroom. In Classroom, document can be shared with various share settings, such as "Students can view," "Students can edit" (meaning the whole class has access to the shared Doc), or "Make a copy for each student." I shared this Google Doc below with an entire class group.
Students worked in groups of 2-3 to complete individual sections of this collaborative Doc. They opened the Doc to review the written content and the links embedded in it. These links directed learners to various pages within Google Maps, such as this link that shows the skeletal remains of a whale and this link that shows them a 360-degree underwater view of seals. Students looked at the linked pages to find evidence and examples of the written information presented in the Doc. They recorded their findings and conclusions in the appropriate section of the collaborative Doc.
Following the activity, students reflected on their findings in a group discussion, where they informally assessed one another's work and conclusions.
Answer: What tool did you choose? How do you plan to use the tool effectively with students? How does the tool differentiate the lesson? Explain.
I believe the content and the process of this lesson demonstrate effective differentiation. The content is presented in multiple modalities to address the diverse needs of learners (i.e. written text for auditory/verbal learners; images and interactive maps for visual and kinesthetic learners). The process is differentiated in that students worked in heterogeneous groups to complete a similar task. Groups were strategically created to include a high-achieving learner to serve as the group leader to provide peer support to lower level learners. Identified groups received additional teacher support as well, which included remediation and additional learning supports.
The activity promotes active collaboration, peer assessment, and higher order thinking since all students are working in the same live Doc and are informally assessing one another's work and conclusions.
The assignment could easily be modified for students with special needs and accommodations, such as the use of a text reader (Read&Write for Google Chrome) and Voice Typing (Google Docs tool).
Credits: This activity has been adapted from an assignment by Owl Maps.
In my recent Content Map on evolution, I included a differentiated learning assignment, a Collaborative Webquest/Virtual Field Trip. Using a template that I found online, I shared a "hyperdoc" (Google Doc with various hyperlinks) with students through my LMS, Google Classroom. In Classroom, document can be shared with various share settings, such as "Students can view," "Students can edit" (meaning the whole class has access to the shared Doc), or "Make a copy for each student." I shared this Google Doc below with an entire class group.
Students worked in groups of 2-3 to complete individual sections of this collaborative Doc. They opened the Doc to review the written content and the links embedded in it. These links directed learners to various pages within Google Maps, such as this link that shows the skeletal remains of a whale and this link that shows them a 360-degree underwater view of seals. Students looked at the linked pages to find evidence and examples of the written information presented in the Doc. They recorded their findings and conclusions in the appropriate section of the collaborative Doc.
Following the activity, students reflected on their findings in a group discussion, where they informally assessed one another's work and conclusions.
Answer: What tool did you choose? How do you plan to use the tool effectively with students? How does the tool differentiate the lesson? Explain.
I believe the content and the process of this lesson demonstrate effective differentiation. The content is presented in multiple modalities to address the diverse needs of learners (i.e. written text for auditory/verbal learners; images and interactive maps for visual and kinesthetic learners). The process is differentiated in that students worked in heterogeneous groups to complete a similar task. Groups were strategically created to include a high-achieving learner to serve as the group leader to provide peer support to lower level learners. Identified groups received additional teacher support as well, which included remediation and additional learning supports.
The activity promotes active collaboration, peer assessment, and higher order thinking since all students are working in the same live Doc and are informally assessing one another's work and conclusions.
The assignment could easily be modified for students with special needs and accommodations, such as the use of a text reader (Read&Write for Google Chrome) and Voice Typing (Google Docs tool).
Credits: This activity has been adapted from an assignment by Owl Maps.
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