This post is created as part of Georgia Online Professional Learning course. Here, I will share an artifact to demonstrate how a web 2.0 tool can be used for differentiated instruction and assessment.
The content differentiation requires educators to be proficient in the subject they are teaching and know their students to device the content geared toward the student’s abilities and interests. Process differentiation can be achieved easily with preplanning and organization. Product differentiation is the easiest of all three of them.
By providing clear, detailed guidelines that the students must meet & concepts that they must illustrate to show their understanding of the content being studied, an instructor can differentiate the product that the students will look forward to producing with pride.
Collaboration allows us to share and use tried and true artifacts from our colleagues rather than reinventing the wheels. During web walking, I came across Amy McNabb‘s post about Desmos Graph Art Project which she has created and used in her class for differentiated summative assessment The students are asked to show their content mastery of graphing basic functions by creating a picture using Desmos, an online graphing calculator. Along with clear guidelines and a rubric, Amy has provided an example of the product to assist her students further. She have used Google Form as an exit ticket to gauge student reaction about the project. We can see that, the students find the project fun, challenging and have responded with gusto. Please click on the link for the original blog post from Amy where she shows the some examples of art her students created using ingenuity and Desmos, a web 2.0 tool. What an excellent way to achieve differentiated assessment while inviting students to have fun. Thank you, Amy McNabb, the Mathematician for sharing the project on your blog.
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