Running head: FINAL PROJECT

Final Project
EDU 610: Differentiation Theory and Strategy
Kayla Pollak

FINAL PROJECT

For my final project, I chose to create a webquest that my students will be able to use in
the classroom. Before this final project, I had never even heard of webquests; however, I really
wanted to challenge myself because I feel that webquests are an engaging way to assess student
learning. Tomlinson (2001) states that, a differentiated classroom provides different avenues of
acquiring content, to processing or making sense of ideas, and to developing products so that
each student can learn effectively (p. 1). My animal research webquest provides students with
the opportunity to showcase their strengths through their individual self-selected project.
Through the power of choice, students are able to demonstrate what theyve learned by creating a
product that truly interests them.
I think webquests are also very powerful because they allow for flexible grouping.
Tomlinson (2001) states that in a differentiated classroom, the teacher uses many different
group configurations over time, and students experience many different working groups and
arrangements (p. 3). For this particular webquest, students are put into groups randomly using
the app Team Shake. Once students are arranged into groups (Giant Pandas, African Elephants,
Orangutans, and Polar Bears) it is up to the students to decide which role each person in the
group will take. Tomlinson (2001) stresses that, in a differentiated classroom, its necessary for
learners to be active in making and evaluating decisions (p. 5). Because of Tomlinsons
research, I thought it was important to give the students responsibility for some decision making
in this learning activity.
I think my animal research webquest is very powerful because it pushes the learner a bit
beyond his or her independence level (Tomlinson, 2001). While the activities within this
research webquest are engaging, one of the most important aspects of this project is that the
students must take their learning into their own hands. My webquest is clearly and powerfully

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organized, students are highly active in the learning process, assessments are rich and varied, and
students feel a sense of safety and connection (Tomlinson, 2001). I have given my students all
the tools they need in order to succeed, but it is up to each student how much they take out of this
webquest.
I have learned so much in this graduate course, but one idea has stuck with me since the
very beginning, and that is the idea of the teacher as a coach (Tomlinson, 2001, p. 16).
Tomlinson (2001) describes that, when teachers differentiate instruction, they move away from
seeing themselves as keepers and dispensers of knowledge and move toward seeing themselves
as organizers of learning opportunities (p. 16). Through this webquest, I acted more as an
organizer of a learning opportunity and less as a keeper and dispenser of knowledge (p. 16).
I wholeheartedly agree with Tomlinson that the mindset of the teacher is vital in a differentiated
classroom setting. Tomlinson (2001) states that, a good coach has clear goals for the team, but
also for every individual on the team (p. 19). In sporting practices, the team might have some
of the same warm-ups or activities. However, individual players will also have different
activitiesones that improve areas of weakness and polish areas of strength (p. 19). This
webquest allows students to work together toward a common goal while completing
individualized tasks and assignments that strengthen areas of weakness.
Webquests are wonderful because they allow for the teacher to provide students with
varied text and resource materials (Tomlinson, 2001, p. 75). In my webquest, I have given
students links to all of the reading materials and videos they need in order to successfully
complete their topic of concentration. Tomlinson (2001) states that using multiple texts and
combining them with a wide variety of other supplementary materials increases your chances for
reaching all your students with content that is meaningful to them as individuals (p. 75).

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Tomlinson (2001) also states that struggling learners may from time to time grasp an idea better
by looking at diagrams or pictures in a more advanced source (p. 75). Because of this, I made
sure to include links to photos, live video footage, and a wide array of reading sources for
students to look at and use.
Chapman and King (2012) argue that, the students favorite ways to learn are avenues to
optimal assessment results (p. 42). It is incredibly important to allow students to demonstrate
their strengths through meaningful assessment activities. Chapman and King (2012) state that,
in performance assessments, learners create products to demonstrate what they know (p. 132).
When technology is added, it provides learners with enticing, alluring assessments (Chapman
& King, 2012, p. 132). In my animal research webquest, students use the Internet to learn about
their particular animal. Then, the group comes together and creates a Google slide presentation
based on what each individual learned. It is important to use technology for assessing students
when the tool matches the information, it accommodates learners, the tool provides the most
effective way to demonstrate knowledge, and the students know how to use the technology with
little or no assistance (Chapman & King, 2012, p. 132).
Overall, I feel that this webquest embodies the idea of differentiated instruction in terms
of content, process, and product. I am excited to have my students complete this animal research
webquest next week.

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5
References

Tomlinson,C.A.(2001).Howtodifferentiateinstructioninmixedabilityclassrooms(2nded.).
Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Chapman,C.,&King,R.(2012).DifferentiatedAssessmentStrategies:OneToolDoesn'tFitAll
(2nded.).Oakland,CA:Corwin.