Differentiation:
Catering to different
learner needs
The students who will complete this WebQuest are part of a Stage 3 class. It is designed for students of all learning abilities, incorporating activities that address different learning styles. The inclusion of thorough, clear instructions and ordered steps ensures that the activities are achievable by all students, irrespective of their levels of learning.
Furthermore, this WebQuest integrates both closed and open-ended activities that provide the students with the opportunity to demonstrate and showcase their understanding of the topic.
As the task is intended for students to work in cooperative learning groups, learning occurs in a social context where students learn with one another under the guidance and supervision of the teacher.
Appropriate Stage Level: Stage 3 studying the HSIE Unit of Work "Gold!"
Pre-requisites: Students need to know how to use a computer to navigate websites.
Learner Differentiation: The teacher will partner students according to their ability levels. In this, students are given the opportunity to collaboratively work and learn with one another. Moreover, the students are able to work at their own pace within their own learning levels.
Catering to Students with Learning Difficulties:
Grouped according to their learning abilities, the teacher will be able to work closely with students that require extra support and guidance. This grouping also allows students to assist one another in areas of weakness. In regards to individual work, students are provided with a literary recount template prior to the fifth activity to ensure that the activity is manageable. The process itself is broken down to allow the students to perceive the task as achievable.
Catering to the Advanced/Gifted Students:
The advanced students will be presented with opportunities to showcase their ability to work at higher levels throughout this WebQuest. Given the nature of this WebQuest, the task enables these students to use higher-order thinking when completing the activities and in particular, open-ended activities. In regards to effort, student motivation is enhanced in the final activity as students work individually on a topic of interest. In addition, the students are able to be more thorough and creative in their responses for example, in the Fakebook activity, and in their group presentations.
Throughout this WebQuest, the teacher is able to appropriately challenge the students in their learning. Overall, students are able to demonstrate their levels of thinking, creativity and ability to attain knowledge.
Learning Theory: Constructivism
The theory of Constructivism is present throughout the WebQuest. The Constructivist theory recognises that students actively construct knowledge and build understanding of information within social settings (Woolfolk. & Margetts, 2010). Recognising the students as active learners whilst working in pairs, the theory is evidently embedded throughout the WebQuest.
Learning Styles Met: Identified by Gardner (1993), the linguistic, spatial, logical-mathematical, interpersonal and intrapersonal learning styles are addressed throughout this WebQuest.
Note: It is important that the teacher has the same set of expectations for all the students regardless of their differences in learning abilities and learning levels.
References:
- Woolfolk, A., & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs Forest NSW: Pearson Education Australia.
- Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Furthermore, this WebQuest integrates both closed and open-ended activities that provide the students with the opportunity to demonstrate and showcase their understanding of the topic.
As the task is intended for students to work in cooperative learning groups, learning occurs in a social context where students learn with one another under the guidance and supervision of the teacher.
Appropriate Stage Level: Stage 3 studying the HSIE Unit of Work "Gold!"
Pre-requisites: Students need to know how to use a computer to navigate websites.
Learner Differentiation: The teacher will partner students according to their ability levels. In this, students are given the opportunity to collaboratively work and learn with one another. Moreover, the students are able to work at their own pace within their own learning levels.
Catering to Students with Learning Difficulties:
Grouped according to their learning abilities, the teacher will be able to work closely with students that require extra support and guidance. This grouping also allows students to assist one another in areas of weakness. In regards to individual work, students are provided with a literary recount template prior to the fifth activity to ensure that the activity is manageable. The process itself is broken down to allow the students to perceive the task as achievable.
Catering to the Advanced/Gifted Students:
The advanced students will be presented with opportunities to showcase their ability to work at higher levels throughout this WebQuest. Given the nature of this WebQuest, the task enables these students to use higher-order thinking when completing the activities and in particular, open-ended activities. In regards to effort, student motivation is enhanced in the final activity as students work individually on a topic of interest. In addition, the students are able to be more thorough and creative in their responses for example, in the Fakebook activity, and in their group presentations.
Throughout this WebQuest, the teacher is able to appropriately challenge the students in their learning. Overall, students are able to demonstrate their levels of thinking, creativity and ability to attain knowledge.
Learning Theory: Constructivism
The theory of Constructivism is present throughout the WebQuest. The Constructivist theory recognises that students actively construct knowledge and build understanding of information within social settings (Woolfolk. & Margetts, 2010). Recognising the students as active learners whilst working in pairs, the theory is evidently embedded throughout the WebQuest.
Learning Styles Met: Identified by Gardner (1993), the linguistic, spatial, logical-mathematical, interpersonal and intrapersonal learning styles are addressed throughout this WebQuest.
Note: It is important that the teacher has the same set of expectations for all the students regardless of their differences in learning abilities and learning levels.
References:
- Woolfolk, A., & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs Forest NSW: Pearson Education Australia.
- Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.