Topic 6-Differentiation with Technology

 Technology Used

            The technology used within this lesson plan include the online textbook available through HMH, Canvas, College Bridge, Google Translate, Classwize, and MagicSchool AI. Canvas is the learning management system I use to post my daily agenda and all assignments. If students choose to use the digital graphic organizers or access any other class documents, it will be through Canvas. HMH Ed is the digital platform used to access our textbook. Each of the selections is available online and allows for highlighting, annotating, and text-to-speech of the selections. Each student has access to this platform through the district. My EB students have access to Google Translate tools to help make the text selections more easily accessible and to provide native-language support. Classwize is the district program teachers can use to monitor student technology use during class (Linewize, n.d.). MagicSchool has a suite of tools that will help me adapt the text selections and make the language easier to understand for my EB students and those with reading difficulties. The main tools I will use within this suite are the “image generator”, “text leveler”, and “text rewriter”. The image generator allows me to enter a paragraph of the literary selection, and it will generate an image using ai from Adobe Express (MagicSchool, n.d.). The text leveler allows me to copy any text into the tool and the program will adapt it for any grade level to personalize the reading selection to match a student’s reading level (MagicSchool, n.d.). The text rewriter allows me to copy any text into the program and rewrite it with specific parameters to change the words, make it simpler to understand, use shorter sentences, give me a summary, or any combination of these choices (MagicSchool, n.d.). The last technology used in this lesson plan is College Bridge, an online college prep course that helps fill learning gaps with personalized study plans (Texas College Bridge, n.d.).

Engagement & Appropriate Use

            HMH Ed engages students by offering interactive features such as highlighting, annotating, and text-to-speech (HMH, 2022). These tools promote active reading, cater to diverse learning preferences, and make content accessible to all students, including those with learning disabilities (HMH, 2022). I will monitor students’ use of the platform by setting clear expectations for active engagement during reading activities. Regularly checking student annotations and highlights within the platform will ensure students are effectively using the tools.

            Canvas provides a centralized platform for students to access daily agendas, assignments, and digital graphic organizers. I will post structured and clear directions for assignments, monitor submission timelines, and use Canvas analytics to track student participation and engagement.

            Google Translate empowers English Bilingual (EB) students by providing native-language support, making text selections comprehensible and reducing language barriers. This fosters confidence and encourages participation in discussions. I will guide students on when and how to use Google Translate effectively, such as for understanding difficult passages rather than translating entire assignments.

            Classwize allows me to keep students focused by monitoring their online activities and providing immediate redirection when needed, ensuring a distraction-free (and productive) learning environment. I will use Classwize actively during class time to ensure students are on task and provide feedback in real-time if they navigate away from assigned work.

            MagicSchool is a tool that I will use to make the content more engaging for students. Therefore, I don’t need to worry about ensuring appropriate use with students.

            College Bridge will keep students engaged through personalized academic development aligned with their current readiness levels and their future aspirations. I will track students’ progress through the platform’s reports and provide individualized guidance based on their performance in the personalized modules.

Promoting Global Awareness/Diverse Cultural Perspectives

By using diverse literary selections available through HMH Ed, students explore multiple cultural perspectives and historical contexts. Annotating and discussing these texts help students critically analyze global themes and appreciate cultural diversity. Canvas facilitates collaborative assignments where students share insights on diverse cultures through discussion posts, encouraging the exchange of ideas and perspectives. Google Translate fosters inclusivity by allowing EB students to engage with the same materials as their peers, encouraging cultural exchange as students share unique perspectives stemming from their linguistic and cultural backgrounds. While primarily a monitoring tool, Classwize ensures equitable participation by maintaining a focused learning environment where all students can engage with culturally rich materials. With MagicSchool AI, the Image Generator brings cultural and historical texts to life visually, making more difficult cultural themes more tangible. The Text Leveler and Text Rewriter ensure that diverse cultural perspectives in complex texts are accessible to all students, fostering inclusivity and global understanding. Through its personalization, College Bridge prepares students for global academic standards, promoting awareness of global education systems and the importance of being a lifelong learner.

By combining these technologies, my lesson plan not only engages students effectively but also aims to broaden their global perspectives, fostering an inclusive and culturally enriched learning environment. 

References

HMH. (2022, January 28). HMH into literature: 6-12 English language arts program. HMH.  https://www.hmhco.com/programs/into-literature

LineWize. (n.d.). ClassWize: Solutions. LineWize. https://www.linewize.com/solutions/classwize#benefits

MagicSchool. (n.d.). MagicSchool: AI built for schools. https://www.magicschool.ai/

Texas College Bridge. (n.d.). Texas college bridge. https://texascollegebridge.org/

Topic 4-Designing a Differentiated Lesson Plan

Reflecting on the Lesson Plan for Fahrenheit 451 and Censorship

In creating this lesson on censorship as a precursor to Fahrenheit 451, my goal was to design an inclusive and engaging learning experience that accommodates diverse student needs and learning preferences. The primary goal was to create a lesson that supported student readiness, interest, and learning styles through multiple means of representation, engagement, and expression.

Instructional Strategies

To engage students and account for diverse learning styles, I incorporated several strategies to address student readiness and interest. The lesson begins with a Quickwrite prompt asking if students think books are valuable, which provides a low-pressure way to express their views on censorship and books. The Quickwrite is followed by a Think-Pair-Share activity that lets students discuss ideas with a peer before sharing with the class, fostering a collaborative environment.

For content representation, I introduced vocabulary terms through a handout, anchor charts, and guided notes on key concepts like censorship, intellectual freedom, and symbolism. These tools help reinforce academic language visually and verbally, guiding students to make connections between new vocabulary and the lesson content. Graphic organizers allow students to visually map the relationships between historical, literary, and contemporary texts. Additionally, using original and adapted versions of texts, accommodating ELLs and students with special needs through simpler language and translation tools.

By using paper copies of texts, the "Nazi Book Burning" video (United States Holocaust Memorial Museum, 2013) and a document camera, I introduced multiple forms of media to cater to auditory and visual learners. The video on Nazi book burning provides historical context, making the lesson more relatable.

Assessment

Differentiated assessment was designed to meet the diverse needs of students, including ELLs, students with special needs, gifted students, and early finishers. Formative assessments were incorporated throughout the lesson, such as thumbs up-thumbs middle-thumbs down, pair-share discussions, and a reflection exit ticket to assess student understanding and adjust the lesson as needed. These quick checks ensure that I can re-teach or provide additional support if necessary.

For ELLs, I provided language support through sentence stems, bilingual dictionaries, and Google's translation tools. To ensure comprehension, I also offered an abridged version of each text with simpler language and captions for the video. These adjustments help ELLs understand the content without overwhelming them with complex language, allowing them to participate in a meaningful way during discussions and quickwrites.

For students with special needs, modifications included skeletal notes, reduced reading length, and sentence stems to support discussions. I also provided the option to listen to the text through CommonLit’s audio feature, giving students more control over the pace of their learning.

Gifted students were encouraged to explore the topic further by answering deeper, probing questions and thinking critically about censorship’s relevance today. Early finishers were given access to iXL enrichment activities and GimKit vocabulary practice, allowing them to extend their learning independently.

Summative assessment options included a multiple-choice reading comprehension questions over the literary pieces, short written response, and a graphic organizer displaying showing connections between “Burning a Book”, “I Am Very Real”, Holocaust Book Burning video, and censorship in today’s world (Common Lit, n.d.-a; Common Lit, n.d.-b; United States Holocaust Memorial Museum, 2013). 

Technology

Technology is a vital part of engaging students and providing differentiated support. Chromebooks allowed students to access CommonLit.org, where they could read the texts, use annotation and translation tools, and access audio support. For the YouTube video on Nazi book burning, I enabled captions to ensure accessibility for ELLs and students with special needs. GimKit offered interactive vocabulary practice, giving students an engaging, gamified way to review essential terms. Lumen Learning (2021) boasts the benefits of using technology in the classroom as providing a more engaged learning environment, boosting collaboration, and better supporting learning for all students. 

When selecting technology resources, I ensured that each tool would offer accessibility features and aligned with the learning goals. For example, CommonLit’s flexibility in providing annotation tools and audio support made it suitable for a diverse group of learners. By carefully vetting resources to confirm they included features like captions and bilingual options, I created a technology-supported lesson that accommodated all students. My district supports me by providing lists of resources that are already approved and/or paid-for through district funds. 

Conclusion

Through the instructional strategies, various assessment techniques, and technology used, I created an engaging, relevant lesson on censorship that supports students in building connections between their lives, history, and literature. With this, students should be able to better understand the significance of reading Ray Bradbury's Fahrenheit 451. 

 References

CommonLit. (n.d.-a). Burning a book by William Stafford. CommonLit. https://www.commonlit.org/en/texts/burning-a-book-1

CommonLit. (n.d.-b). I am very real by Kurt Vonnegut. CommonLit. https://www.commonlit.org/en/texts/i-am-very-real

Lumen Learning. (2021, October 29). 10 benefits & uses for technology in the classroom. Lumen Learning. https://lumenlearning.com/technology-in-the-classroom/

United States Holocaust Memorial Museum. (n.d.). Book burning. United States Holocaust Memorial Museum. https://encyclopedia.ushmm.org/content/en/article/book-burning

United States Holocaust Memorial Museum. (2013, May 13). Nazi book burning [Video]. YouTube. https://www.youtube.com/watch?v=yHzM1gXaiVo

Topic 3-Learning Styles Analysis

Visual Representation

Introduction and Side Note

While analyzing my data, I discovered some interesting (and perplexing) research that is in opposition of teachers tailoring instruction according to learning styles. Pashler et al. (2008) explains in their abstract:

Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. (p. 105)

    This information led me down the rabbit hole of trying to find definitive support for my data interpretation. The most convincing information I found requires a paradigm shift that explains that how teachers deliver information isn’t what is most important; the importance lies with what the students (learners) do with the information (Lander, 2024a). The two principal researchers responsible for the development of the VARK learning style inventory stress that “the profiles are promoted as insights and not as definitive diagnoses” (Fleming & Mills, 1992, p. 3). I have used this information to guide my answers with the understanding that learning styles should not be used as a “be all, end all” approach to teaching these students. The best lessons and assessments should use a variety of activities that will work together to enhance the learning for all students, regardless of learning style preference.

Learning Styles & Cognitive, Linguistic, Social, Emotional, & Physical Development of Students

The visual representation of the learning styles data helps highlight the interconnectedness of these learning preferences with cognitive, linguistic, social, emotional, and physical development:

• Cognitive Development: Students with strong preferences for certain learning styles often display specific cognitive strengths. For example, auditory learners may have stronger verbal processing skills, while kinesthetic learners excel at problem-solving through hands-on activities.
• Linguistic Development: Auditory learners are likely to have stronger listening and speaking skills, benefiting from discussions and oral presentations. Visual learners may have better comprehension when processing written and visual information.
• Social and Emotional Development: Socially, students who are multimodal (e.g., KA, MP, TR) often work well in collaborative environments that engage multiple learning styles. Emotionally, students may feel more confident and motivated when activities align with their preferred learning modalities. This insight directly relates to the way Fleming and Mills (1992) wanted their learning style inventory to be used.
• Physical Development: Kinesthetic learners (e.g., TR, KA, MP) benefit from physical engagement, linking their motor skills with learning. This can aid in developing fine and gross motor coordination as they interact with materials and perform tasks.

Using the Learning Styles Inventory to Influence/Affect Planning

The learning styles inventory provides a foundational guide for creating lesson plans that resonate with students’ preferences. Here’s how it would influence my planning:

• Instructional Strategies for Each Learning Style:
• Auditory (MJ, HC, BB): Implement read-alouds sessions to engage these students. Use discussions and verbal instructions to clarify and deepen understanding.
• Visual (All students to varying extents): Incorporate diagrams, infographics, videos, and slideshows that visually represent information to support comprehension.
• Kinesthetic (KA, MP, TR): Use role-play and movement-based activities to enhance learning.
• Reading/Writing (Lower preference overall): Provide written summaries and instructions but combine them with complementary strategies such as interactive writing tools and visual representations.

Evaluating and Using Students’ Strengths, Interests, and Needs for Growth

• Strengths: Identify students' dominant learning styles and use them as starting points for engagement. By educating the students about their strengths, I can help them better understand how they best process information and give them resources that provide study strategies specifically tailored for their strengths (Lander, 2024b). For example, use auditory resources for MJ to leverage their strength in verbal processing and engage HC with structured group discussions.
• Interests: Gather information about students’ hobbies and passions to integrate relevant content into lessons, making learning more engaging. For instance, if a student is interested in music, use song lyrics to teach literary analysis. 
• Needs for Growth: Address areas where students show less preference by integrating these modalities subtly into lessons. For example, students with lower Read/Write scores can practice with scaffolded writing exercises paired with visual or auditory supports.

Addressing All Learning Styles when Developing & Implementing Assessments

When developing and implementing assessments, it’s essential to design them in a way that appeals to all learning preferences:

• Auditory: Offer oral presentations or discussions as part of assessment options. Students could also record their explanations of concepts.
• Visual: Use diagrams or multimedia presentations as assessment formats. Students could create visual posters or infographics to demonstrate understanding.
• Kinesthetic: Include practical demonstrations, project-based tasks, or models that require physical manipulation to show comprehension and learning.
• Reading/Writing: While less preferred, ensure that written tasks are present but supported by audio-visual cues or interactive written exercises.

Holistic Assessments: Combining various formats within a single assessment helps address all learning styles. For example, a novel or literary analysis project could require:

• A written report for the Read/Write component.
• An oral presentation to include auditory learners.
• A poster or slideshow for visual learners.
• A physical demonstration for kinesthetic learners.

Evaluation Approach:

• Use rubrics that account for multiple ways of demonstrating knowledge.
• Provide feedback that emphasizes strengths and suggests areas for improvement in less-preferred modalities.
• Conduct reflective activities where students can express what strategies helped them learn best and what they found challenging. Allowing time for students to pause and reflect on how they are doing will give them time to “actively engage in metacognitive strategies, such as self-questioning, summarizing, and reflecting on [their] learning process” with the hope being for the reflective process to become an automatic part of their learning process (Lander, 2024b, Make Time for Metacognition section).

My hope is that this multi-faceted approach ensures that instructional plans are inclusive and consider the unique learning needs of each student, promoting balanced development across cognitive, linguistic, social, emotional, and physical domains.

References

Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137–155. https://vark-learn.com/wp-content/uploads/2014/08/not_another_inventory.pdf

Lander, H. (2024, May 20a). Adapting teaching styles to VARK: A metacognitive approach. VARK. https://vark-learn.com/adapting-teaching-styles-to-vark-a-metacognitive-approach/

Lander, H. (2024, May 20b). How to encourage student metacognition - 5 tips for teachers. VARK. https://vark-learn.com/how-to-encourage-metacognition-in-students-5-tips-for-teachers/

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x