In this lesson students were asked the question "who will slide down the hills the fastest"? This immediately caught student's interest. In Toksook Bay many students go sliding outside of school hours. Sliding is really just sledding without the sled. To try to answer this question, students had to apply local and Alaska knowledge. They had to think about past experiences and also their knowledge of science. Before leaving the classroom we discussed our thoughts as a class. We had been learning about mass, friction, gravity, acceleration, and Newton's 3 laws and I asked students to consider these concepts. My goal was to design instruction that incorporates characteristics of the local community to assist students in applying their new science knowledge.
This was a small class of 7 students and 3 were gone during the lesson so the students worked as a class on this assignment. We partnered with a health class to get more data. In doing this I was able to work with another teacher and model design and implementation of technology-enhanced learning experiences using differentiation. She was teaching a different class, but we worked together to design lessons that would work for our specific content objectives. Below is an example of the data we collected as a physical science class. The only thing I changes was the names so student identity would be protected.
This was a small class of 7 students and 3 were gone during the lesson so the students worked as a class on this assignment. We partnered with a health class to get more data. In doing this I was able to work with another teacher and model design and implementation of technology-enhanced learning experiences using differentiation. She was teaching a different class, but we worked together to design lessons that would work for our specific content objectives. Below is an example of the data we collected as a physical science class. The only thing I changes was the names so student identity would be protected.
Goal 3: Educators differentiate instruction with respect for individual and cultural characteristics.
SOE Goals
a. identify strategies for differentiating instruction based on student differences. (K).
b. design instruction that incorporates characteristics of the local community’s community and that is appropriate to students' individual and special needs. (K)
c. apply local and Alaska knowledge to the selection of instructional strategies, materials, and resources. (S)
d. demonstrate their belief that all students can learn and that they appreciate multiple perspectives and value individual differences (D)
ISTE Standards (NETS-C)
2e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals
3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
5a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
SOE Goals
a. identify strategies for differentiating instruction based on student differences. (K).
b. design instruction that incorporates characteristics of the local community’s community and that is appropriate to students' individual and special needs. (K)
c. apply local and Alaska knowledge to the selection of instructional strategies, materials, and resources. (S)
d. demonstrate their belief that all students can learn and that they appreciate multiple perspectives and value individual differences (D)
ISTE Standards (NETS-C)
2e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals
3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
5a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers