Web-Based Assessment Assignment Mod 6 Wk6

Differentiation Explanation 

     Tomlinson (2017) makes a clearly articulated argument for the need to create a differentiated classroom to help all students reach their highest academic potential. Therefore, it is important to strive for differentiation of content, process, and product according to a student’s readiness, interests, and learning preferences.  The infographic formative assessment completed through Adobe Express (2023), allows for differentiation primarily on two levels. First, although all students were allowed access to the artifact (sample infographic) digitally only select students were provided completed Cornell notes according to their accommodations. These notes provided the students with additional information to allow delineation of the Causes of the Great Depression in greater detail that those provided by the artifact infographic alone. Students without the accommodation were responsible for completion of their slides and notes independently prior to commencing the infographic formative assessment. Secondly, select students were provided a paper option for completion of the assessment. These students had accommodations for paper options when given digital assignments.  

Rubric from the Canvas Learning Management System 

     The Rubric built for the formative assessment is contained in the assignment created inside the Canvas learning management system (LMS). The rubric was accessible to the students in written format within the assignment. Additionally, the rubric was again explained during classroom instruction. Below is a screenshot of the rubric as it appears within the students’ the Canvas LMS.  

 

References 

Adobe. (2023). Adobe Express. https://www.adobe.com/express/ 

Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). ASCD.