Create: Using your lesson topic, create an assessment that allows students to produce a summative assessment product using web tools. Isolate one web tool that aligns with differentiation and student assessment. Post the tool to your blog. Create detailed instructions explaining to students the assessment requirements (imagine this as a lesson plan; give step by step instructions for someone viewing your class for the first time.) Then, create a sample product that uses the web tool to guide your students.
In our current unit on evolution, students have studied individuals and experiences that shaped Charles Darwin's thinking, including his life-changing voyage aboard the HMS Beagle and the discoveries made on the Galapagos Islands.
As a summarizing task, students were given the option to create a product demonstrating their understanding of the influences that shaped Darwin. One of the potential options were to create a social media profile for Darwin that shows how he would have interacted with others who shaped him (assuming they would have been alive at the same time period.) Another option was to use Google's MyMaps or Google Earth TourBuilder to chart his voyage around the world aboard the HMS Beagle.
Answer: Explain in a paragraph how you plan to use the tool effectively with students. Include in this discussion how the tool differentiates the assessment, citing two examples.
Learning module 3 in the TOOL states, "Web 2.0 Tools to differentiate student product: Allow students to select the web tool of their choice to demonstrate mastery of a skill or concept through the creation of a product." I believe this task demonstrates differentiated assessment because it provides students multiple means (and choices) of demonstrating their mastery of the standard.
I believe that the task demonstrates differentiated assessment because it addressed the diverse learning styles of students. While some students may best communicate their learning verbally or in writing, others may best demonstrate their learning in a visual or hands-on way. Verbal learners can really express their understanding through the social media avenue, as it provides opportunities for expressing their critical thinking through creative writing. The visual and hands-on learners demonstrate their mastery by illustrating a process or incorporating meaningful graphics, such as the map itself or the images they add to it.
Artifact: Below are my instructions to the students, as well as a few sample products.
STANDARDS:
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology.
INSTRUCTIONS:
Using a technology tool such as Google My Maps or ClassTools' Facebook/Twitter generators, create a summary of what we've learned so far in chapter 16. Links to each resource are provided below.
SUGGESTED TOOLS:
- Create a Google My Maps journey illustrating Darwin's voyage on the HMS Beagle.
- Create a social media profile that creatively illustrates how Darwin was impacted by experiences or people he encountered.
SOCIAL MEDIA CRITERIA:
In our current unit on evolution, students have studied individuals and experiences that shaped Charles Darwin's thinking, including his life-changing voyage aboard the HMS Beagle and the discoveries made on the Galapagos Islands.
As a summarizing task, students were given the option to create a product demonstrating their understanding of the influences that shaped Darwin. One of the potential options were to create a social media profile for Darwin that shows how he would have interacted with others who shaped him (assuming they would have been alive at the same time period.) Another option was to use Google's MyMaps or Google Earth TourBuilder to chart his voyage around the world aboard the HMS Beagle.
Answer: Explain in a paragraph how you plan to use the tool effectively with students. Include in this discussion how the tool differentiates the assessment, citing two examples.
Learning module 3 in the TOOL states, "Web 2.0 Tools to differentiate student product: Allow students to select the web tool of their choice to demonstrate mastery of a skill or concept through the creation of a product." I believe this task demonstrates differentiated assessment because it provides students multiple means (and choices) of demonstrating their mastery of the standard.
I believe that the task demonstrates differentiated assessment because it addressed the diverse learning styles of students. While some students may best communicate their learning verbally or in writing, others may best demonstrate their learning in a visual or hands-on way. Verbal learners can really express their understanding through the social media avenue, as it provides opportunities for expressing their critical thinking through creative writing. The visual and hands-on learners demonstrate their mastery by illustrating a process or incorporating meaningful graphics, such as the map itself or the images they add to it.
Artifact: Below are my instructions to the students, as well as a few sample products.
STANDARDS:
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology.
INSTRUCTIONS:
Using a technology tool such as Google My Maps or ClassTools' Facebook/Twitter generators, create a summary of what we've learned so far in chapter 16. Links to each resource are provided below.
SUGGESTED TOOLS:
- Create a Google My Maps journey illustrating Darwin's voyage on the HMS Beagle.
- Create a social media profile that creatively illustrates how Darwin was impacted by experiences or people he encountered.
SOCIAL MEDIA CRITERIA:
- Social media accounts must include a minimum of 5 posts with comments.
- These may include check-ins, images, or general posts.
- The posts should come from a variety of people, not just Darwin.
- Biographical data and a friends list should be included.
- Your virtual tour must include a minimum of 5 stops.
- Each stop must include a written description describing the significance of the event.
- Stops should include pictures as appropriate.
MAPS EXEMPLAR: (View map exemplar in new tab)
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