Differentiation With Technology: 3 Day Unit Plan

 

By Sarah Harmon

Day 1: Video & Audio Books

Digital libraries allow students to read books using audio and/or visual input. Sharma (2023) suggests that allowing students to listen or watch books in pairs or small groups creates a group activity around technology that supports interactive learning. Since the lesson’s focus is on story elements rather than reading fluency, differentiation includes allowing students to hear the story or see the story. Also, this method would allow students to pause or stop and discuss with one another, which engages them. Digital libraries and listening platforms such as Youtube, Vooks, Epic, PBS Kids, Harper Kids or LibriVox can bring in more varieties of books that are culturally diverse. Dwyer (2016) says that students must first have access to knowledge to open their minds and awareness which digital literacy supports. Being present and observing the room can help ensure the technology is being used appropriately, as well as a short exit ticket students could fill in during listening.

Day 2: Google Classroom Graphic Organizers

Engaging students means allowing them choice in how to organize the information they have received. Some students have difficulty organizing large amounts of information and graphic organizers offer choice and differentiation. In Google classroom, I would create materials that included several types of graphic organizers such as mind maps or webs, a Venn diagram, flow chart, concept map, side-by-side, and story board. Students would select the online organizer and fill it in. “We can use technology to allow students to construct their own ideas in order to create personal meaning.” (Sharma, 2023) Having the materials in the Google classroom assures that students will be able to access it safely and use organizers appropriate to the task of presenting story elements. Google classroom allows for student collaboration and digital literacy by allowing students to explore and learn the platform. According to Explorance (2023), digital literacy and collaboration are important as students grow to be prepared for the workplace as well as global citizens.

Day 3: Nearpod or Google Slides

“Technology leads to student engagement when it’s a tool that allows students to design, build, and perform tasks that would otherwise be difficult for them to do without access to the technological tools.” (Sharma, 2023) Creating a presentation that is visually appealing and engaging is an important skill with which technology can tremendously support. Google slides and Nearpod are platforms that support creating with audio, pictorial/visuals, graphs/charts, etc. Students would be required to create a presentation for their learning by choosing from a variety of options. Nearpod has a library with many resources for students to use as examples or brainstorm ideas from students and professionals all over the world. Google also has sharing capability and options to video present slides to students in different locations. Using a rubric will assist students in appropriately meeting learning targets. An aspect of being a digital citizen is having integrity and properly citing to avoid plagiarism which would be explicitly taught and added to the rubric.

Reference

Dwyer, B. (2016). Teaching and learning in the global village: Connect, create, collaborate, and communicate. Reading Teacher, 70(1), 131–136. https://doiorg.lopes.idm.oclc.org/10.1002/trtr.1500

Explorance. (2023). 7 reasons why students need technology in the classroom. https://explorance.com/blog/7-reasons-students-need-technology-classroom/

Sharma, S. (2023). Supporting student engagement with technology. Edutopia. https://www.edutopia.org/article/using-technology-support-student-engagement/#:~:text=Technology%20leads%20to%20student%20engagement,that's%20different%20from%20everyone%20else's