Module 2 Reflection Blog (ED 640)

While over the past two weeks I have observed multiple examples of differentiation, there is one instance, or one activity, in which meeting the needs for all students in the class definitely took place. To finish up our unit on the rock cycle and types of rock, students were given a summative assessment that touched upon their creative sides and learning styles. Working within a group, or individually, students were instructed to create a poem, song, play or any other type of creative expression summing up the rock cycle and key concepts learned within the unit. The main variance within the lesson consisted with the students choice of picking their own groups and choosing how to work. While some work better alone, they could do just that and not feel uneasy working with others. Vice versa, for those who work better in a team environment they had the chance to fully display their knowledge doing just that.

Students were open to interpret their best form of expressing their course material in whatever way seemed most fit for them. This opportunity provided a way to activate background knowledge that met the interests for all students. One student had recalled their time at a museum and their experience with fossils in sediment rock, using this background knowledge he constructed a show and tell style project discussing how these rocks allow fossils to form within them. Another student had a slight obsession with volcanoes and lava, their prime focus for his group was a mini-play focusing on the forming of igneous rock. As you can see students were allowed to tap in to their own backgrounds and experiences to garner more interest in the unit.

In terms of keeping the students engaged, the instructions for the lesson forced them to do just that, be engaged. The performance nature of the assessment forced students to get up out of their seats, think critically, and apply creativity in their work. The students were given a handful of days to brainstorm and work on their performances, in this time numerous forms of formative assessment could take place by myself and my mentor teacher. There were times to ask leading questions along with short quizzing on vocabulary and concepts. During this allotted preparation time, the teacher could provide options for the types of executive functions in goal setting and strategy development. Students could ask questions in their research phase and had access to computers, textbooks, and handouts. Different forms of references allowed a variety of student learners to fully access needed material. 

Throughout this time some of the rubric on which they were being evaluated could also be completed. While each student brings different skill sets to a group, these are noted for not only participation points but for prove of knowledge as well. My mentor teacher was able to note how students contributed and assign them points during the preparation phase of the project. To further help keep the students engaged in the project, it was discussed several times that it was okay for students to be more comfortable in the preparation or design phase of the project versus the actual performance, or public speaking aspect of it. By discussing this with the students they were able to focus on the aspect that they enjoyed the most to showcase their knowledge, and not dwell on the part that debilitated their learning. For some students, this was the performance part, as one of the girls loved to sing so her team created a song in which she could do so. For another boy in the class, he loved drawing and art but was very quiet, so his team created a comic in which he drew the illustrations while the other two boys re-enacted the scenes.

A project such as this draws on students to play their strengths so to speak. So often students are told to work on their weaknesses or that they need to improve those weaknesses to truly excel in whatever the task at hand may be. However, the solution could very well be to truly master one skill or ability. In doing so you create a diverse subset of thinkers and creators. Students can proceed with content at their pace and in their best fashion. Ultimately what this does is create an environment in which all students can enjoy their learning journey and take away more knowledge than what they originally walked in with.