Harmonizing Coders: Coordinating Students With Diverse Coding Experience Levels

Purpose & objective

Personalized Objective Setting: Participants engage in exercises where they collaboratively set personalized learning objectives with hypothetical students, fostering the skill of tailoring technology use to individual needs.

Task Variation Workshops: Educators experience firsthand the benefits of varied task structures through interactive group activities and discussions, preparing them to implement these strategies in their classrooms.

L1 Integration Simulations: We simulate scenarios where educators guide students in using their L1 effectively within digital learning activities, emphasizing the importance of comprehension and confidence.

Fast Finisher Activity Design: Participants design engaging technology-based extension activities, applying their understanding of differentiated instruction to cater to various learning paces.

Evidence of Success:
Evidence of success includes participant feedback, post-presentation surveys, and the observed implementation of these strategies in real classrooms. Success is measured by improved student engagement, enhanced learning outcomes, and increased equity in digital learning environments. We also provide follow-up resources and support to assist educators in implementing these strategies effectively.

Outline

I. Introduction

Welcome and introduction of presenters
Overview of the importance of addressing mixed-ability in digital learning.
II. Understanding the Challenge

Educational challenge/situation: Discuss the increasing diversity of students' abilities in digital learning environments.
Interactive polling: Audience engagement through real-time polls on their experiences with mixed-ability classrooms.
III. Personalized Learning Objectives

Explanation of the concept of personalized learning objectives.
Case study discussion: Analyzing scenarios where personalized objectives improve digital learning outcomes.
Group activity: Participants collaborate to set personalized learning objectives for hypothetical students.
IV. Varied Task Implementation

Introduction to the benefits of varied task structures (individual, group, and pair work) in digital learning.
Task variation workshops: Interactive activities where educators experience the advantages of varied tasks.
V. L1 Integration

Explanation of the value of allowing students to use their first language in digital activities.
Simulated scenarios: Educators guide students in using effectively within digital learning activities.
VI. Fast Finisher Extension Activities

Discussion of the importance of engaging technology-based extension activities for all students.
Group brainstorming: Participants design engaging technology-based extension activities.
VII. Q&A and Discussion

Open the floor for questions and discussion.
Share real-world examples of how these strategies have been successfully implemented.
VIII. Conclusion and Resources

Summarize key takeaways.
Provide additional resources and references for further exploration.
IX. Post-Presentation Follow-Up (Ongoing)

Offer support for educators as they implement these strategies in their classrooms.
Share contact information for further questions and assistance.
Process:

Audience Engagement: Interactive polling at the beginning and group activities throughout to encourage participation and peer-to-peer interaction.
Case Studies: Real-world examples and case studies to illustrate key concepts.
Simulated Scenarios: Hands-on experience with scenarios to apply learning.
Group Brainstorming: Encourage creativity and idea-sharing through group brainstorming activities.
Q&A and Discussion: Open dialogue to address questions and share insights.
Post-Presentation Follow-Up: Ensure ongoing support and resources for educators beyond the presentation.
Time Allocation:

Introduction: 5 minutes
Understanding the Challenge: 10 minutes
Personalized Learning Objectives: 15 minutes
Varied Task Implementation: 15 minutes
L1 Integration: 10 minutes
Fast Finisher Extension Activities: 10 minutes
Q&A and Discussion: 10 minutes
Conclusion and Resources: 5 minutes
Post-Presentation Follow-Up: Ongoing

Supporting research

Articles:

Darling-Hammond, L., & Ifill-Lynch, O. (2006). If They'd Only Do Their Work! Educational Leadership, 64(5), 30-34.
Link

Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. ASCD.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

Books:

Wormeli, R. (2017). Fair isn't always equal: Assessing & grading in the differentiated classroom. Stenhouse Publishers.

Tomlinson, C. A. (2017). The differentiated classroom: Responding to the needs of all learners. ASCD.