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)
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
As part of a unit for ITEC 7460, I created a multidisciplinary unit where students designed items to 3D print and sell in our school store. Although it is similar to a web quest, this project features a lot of video content, graphics, and multiple pathways for students to create and price their items. I implemented the project with a group of fifth graders, and they were able to earn over one hundred dollars to support our school technology program.
Throughout this project, students were given choice to view certain types of samples, search an online 3D printing database, and propose their own unique creation based on their interest. Additionally, content tutorials were available to students who were having trouble with 3D design through the web-based activity. Students created a wide variety of products and they were encouraged to collaborate and share design practices to improve the overall quality of the work.
Throughout this project, I learned about how to guide students through the 3D design process while still leaving adequate room for their imaginations and creative abilities. If I were doing this project again, I would allow more time for the experimental design process before beginning to design. It was difficult for first-time designers to create a finished, usable product.
After viewing the student prints and noticing their excitement, several teachers in the school expressed interest in integrating 3D design and printing into their classroom practice. I was able to model some lessons for a group of seven teachers during a STEM team meeting. I also followed up with one of these teachers for a coaching lesson. This activity clearly impacted interest and engagement with 3D design at Harbins. This impact could be measured by a staff survey or by observation of STEM-enhanced lessons.
Throughout this project, students were given choice to view certain types of samples, search an online 3D printing database, and propose their own unique creation based on their interest. Additionally, content tutorials were available to students who were having trouble with 3D design through the web-based activity. Students created a wide variety of products and they were encouraged to collaborate and share design practices to improve the overall quality of the work.
Throughout this project, I learned about how to guide students through the 3D design process while still leaving adequate room for their imaginations and creative abilities. If I were doing this project again, I would allow more time for the experimental design process before beginning to design. It was difficult for first-time designers to create a finished, usable product.
After viewing the student prints and noticing their excitement, several teachers in the school expressed interest in integrating 3D design and printing into their classroom practice. I was able to model some lessons for a group of seven teachers during a STEM team meeting. I also followed up with one of these teachers for a coaching lesson. This activity clearly impacted interest and engagement with 3D design at Harbins. This impact could be measured by a staff survey or by observation of STEM-enhanced lessons.