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)
Reflection
This artifact is a screencast presentation of a research based and student centered
technology-enhanced lesson plan I designed and implemented. The lesson plan that was
conducted involved the creation of a study guide and video presentation by 11th grade
chemistry students. The creation of these presentations was a learner-centered activity
that was differentiated by content, process, product, and learning environment. Students
work collaboratively in groups of 3. The groups were formed based on learning styles
and student performance on a pretest. Each student group created a multimedia
presentation covering assigned elements from a content standard. The presentations were
then shared with the class through the class Wiki for review and remediation leading up
to the End of Course Test.
The creation and implementation of this lesson plan demonstrates my ability to
differentiate based upon an analysis of learner characteristics, including readiness levels,
interests, and personal goals. The lesson plan implemented involved students using Web
2.0 tools to create multimedia presentations. Students were allowed to use the schools
media center, the classroom or lab while working on their project. This effectively
provided learning environment differentiation. This technology-enhanced learning
experience followed a project based learning model. During the lesson I modeled how to
research and select a Web 2.0 tool for the creation of a presentation. Students followed
my lead and researched Web 2.0 tools and selected their own technology tools to create
their presentations over content standards assigned to them based on learner styles and
performance on a pretest. This strategy provided content, process, and product
differentiation. The implementation of this lesson plan addressed the diversity of all
students by allowing students to use electronic devices and technology tools of their
choosing. This provided students with the opportunity to use devices such as smart
phones, tablets, netbooks, and laptop computers as well as any assistive technology
needed for students with disabilities.
The designing and implementation of this highly differentiated technology-enhanced
learning experience has helped me better understand the time requirement in designing
and implementing lessons that are differentiated to this level. Differentiating in so many
different ways requires a great deal of extra planning time. Going forward I will
dramatically increase the amount of project based learning activities I implement in my
classroom. In conducting these differentiated activities in the future I will dedicate more
time to the planning and designing process.

The design and implementation of this differentiated technology-enhanced student

centered lesson impacted student learning at my school by providing students with the
opportunity to engage in a learning experience that was tailored to their specific learning
needs. The impact on student learning can be assessed by the evaluation of the student
created products as well as the students scores on the End of Course Test.