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.

For the Internet Lesson Plan assignment, I created a lesson plan that used technology to

accommodate my English as Second Language Learners (ESL). I designed this lesson based on

my student demographics and used technology-enhanced learning experiences to further

differentiate my lesson for my students. This particular assignment fell in with our argument unit

and focused on Ethos, Pathos, and Logos (EPL). The Ethos, Pathos, and Logos (EPL) lesson is

the first introduction to argument writing our students see. They begin by taking detailed notes

on what Ethos, Pathos, and Logos are. These notes are taken from a Prezi presentation and are

then adapted into Google Slide notes. This step is essential for our students because all Google

Chromebooks at Warner Robins Middle School (WRMS) are equipped with the “Read & Write”

Google Chrome extension. This extension allows all students to have access to translations,

image word search, talk to text, and the read-aloud feature all without my help. Students will be

asked to complete a graphic organizer as they take notes and answer guiding questions. After

notes, students will watch a Google Slide with ten commercials that all use a different

combination of EPLs. Students will be asked to identify those elements in the commercials.

Lastly, students will be asked to create a product to sell to the class. This portion of the

assignment will be completed in groups. After creating the product, students will work together

to create a commercial using EPL to sell their classmates their product. Each group will upload

their commercial to our classroom YouTube, where it will then be watched by all four class

periods. At this point, students will identify the rhetorical elements they find in their peer’s work

by completing a Google Form, posted in our Google Classroom. The goal of this lesson was to
design and implementation of technology-enhanced learning experiences making appropriate use

of differentiation, based on my current student demographics.

In this lesson, technology was used to differentiate the material based on my analysis of

learner characteristics, readiness levels, interests, and personal goals. Because the notes for EPL

are given through Google Slide, students were able to move through their notes at their own

pace. This eliminated the problem of students getting behind or me holding up whole-class

instruction for one or two students. As students moved through the notes, they were asked a

series of surface-level comprehension questions. This allowed students to check for

understanding on their own. Since these questions were given through Nearpod, students cannot

continue with their notes until they have answered the question correctly. As the teacher, I could

see student responses, which also eliminated students guessing until they get the answers correct.

I was also able to assess their understanding before students moved on to group work. If students

continued to get Nearpod answers wrong, I stepped in and provided assistance to help students

develop their critical thinking skills as we worked through the questions together.

Overall, I learned that being able to complete their work in a variety of ways allowed

students to showcase their understanding in a way that is beneficial to them as an individual.

Students showed success by being able to learn at their own pace, discover which time

management skills work best for them, and self-assess as they moved through the lesson. This

level of guided independence is important for my 8th graders to get accustomed to before they

move to high school. I was impressed by how well they handled it. Granted, some students found

the freedom in the lesson to be challenging but I found that I needed to “let go” in order to allow

students to find what works best for them.

 One thing I would do differently is to assess students’ work as they go and have a plan

for the small ground o students who did not do well with independent time. The level of guided

independence was challenging for some students. No matter how detailed the directions were or

how frequently I offered assistance, some students were not able to stay on task or failed to

complete the assignment in the required about of time.

I think the biggest impact from this lesson was what I learned about my technology style

and how it will forever impact the way I structure my lessons. I found that I frequently

underestimate my students’ abilities. Going into this lesson, I felt as though it was on the more

complicated side. Granted, my students have been working with these programs all year, but I

still felt as though I needed more direct, whole class, instruction. I thought my students would

struggle with the level of work they needed to complete or with the technical aspects of the

assignment. However, after watching my students complete this assignment, I saw how far

they’ve come since the beginning of the year. We have clearly established a strong foundation

for technology usage and self-guided work. Before giving this lesson, I would say try to be as

hands-off as possible. This lesson seems to be engaging enough and has enough room for

interpretation, that students get to really show off their knowledge in a way that benefits their

specific type of learning. Also, my classroom runs on timers, and students have constant access

to their notes and instructions. They’re used to this going into the lesson. I found this to be

helpful because students were able to reflect on their work and current level of knowledge and go

back and review when needed. In conclusion, I’m blown away by my student’s work and look

forward to doing it again in the future.