Individual Choice Clickable PowerPoint
C
C
This artifact is a clickable math PowerPoint adapted to meet the needs of my students. A clickable PowerPoint is a visually and interactively stimulating activity where users can navigate through slides by clicking specific elements on the PowerPoint such as answer choices, images, and directional arrows. Unlike traditional PowerPoint presentations, which move linearly, clickable powerpoints allow users to move at their own pace, and interact with the content by making specific choices, answering questions, or selecting image paths. Clickable PowerPoints allow students to receive instant feedback, which helps students improve learning outcomes and helps the teacher monitor progress. These can be used in many ways in the classroom such as for differentiated instruction, game-based learning, interactive quizzes, and collaborative learning. By using clickable PowerPoints in my future classroom, it will help my students will be more engaged, and work at their own pace.
ISTE-S
Mark's clickable PowerPoint aligns with ISTE-S Standard 1.1c, which focuses on using technology to actively support learning and provide opportunities for students to demonstrate their understanding. Through this interactive format, Mark can receive immediate feedback on his mathematical work, enabling him to correct mistakes and deepen his comprehension in real time. This instant and constant feedback loop not only enhances his understanding of key mathematical concepts but also allows him to track his progress. The clickable PowerPoint offers an engaging, hands-on approach, encouraging Mark to take ownership of his learning by navigating the tasks independently. By providing clear, responsive feedback, the tool helps Mark recognize the areas he needs improvement while reinforcing his strengths. It allows him to demonstrate his learning in an interactive, accessible way, building confidence and promoting a deeper connection to the subject matter. This personalized approach fosters academic growth and cultivates critical thinking and problem-solving skills, essential for future success.
InTASC
In creating Mark’s clickable PowerPoint, I adhered to InTASC Principle Three which emphasizes the importance of adapting instruction to meet the individual needs of students. By tailoring the assignment to align with Mark's specific level of mathematical understanding, I ensured that the content was both challenging and accessible, helping him build on his strengths while addressing any areas of difficulty. In creating this, I had to find the best way to teach content and skills to students through a virtual lesson (Hashey and Stahl, 2014). I also incorporated modifications to help him maintain focus throughout the task, recognizing his need for a structured, engaging approach to stay on track. This included designing interactive elements and clear feedback mechanisms that captured his attention. The clickable format allowed the student to move through the material at his own pace, fostering a sense of independence and ownership over his learning. By adapting the assignment to his needs, I created an environment where Mark could thrive and succeed, demonstrating the importance of personalized instruction in fostering student growth and achievement.
ISTE-E
In creating Mark’s clickable PowerPoint, I met ISTE-E Standard 2.4.b, which focuses on using technology to collaborate with students and observe their learning process in real-time. Working alongside Mark as he interacted with the activity, I gained valuable insights into how he navigates mathematical concepts and responds to the feedback provided (Hashey & Stahl, 2014). This allowed me to closely monitor his progress and identify areas where he might struggle or lose focus. Based on these observations, I was able to adapt the assignment further, making necessary modifications to better suit his learning style and individual needs. The clickable format empowered Mark to explore the content independently and gave me the flexibility to adjust and personalize the tasks based on his performance. By using technology to collaborate and provide real-time adjustments, I created a more effective and supportive learning environment that promotes his success.
CEC Standard
In this clickable PowerPoint, I met CEC Standard Component 2.1, which emphasizes the importance of using knowledge of human growth and development to create learning experiences that are developmentally appropriate and meaningful. By carefully adapting the content and structure of the PowerPoint, I was able to align it with Mark's current level of human development, ensuring that the material was suitable for his cognitive and emotional needs. This involved not only selecting age-appropriate math concepts but also considering Mark's unique learning style and preferences. The interactive nature of the clickable PowerPoint allowed for a dynamic learning experience, where Mark could engage with the material at his own pace, fostering a sense of independence and confidence. The design of the PowerPoint allows for immediate feedback, enabling him to understand his mistakes and correct them in real-time, reinforcing his learning. This interactive format has encouraged and fostered independence and ownership of his learning journey.
Peer Reviewed Article
Hashey, A. I., & Stahl, S. (2014). Making Online Learning Accessible for Students With Disabilities. TEACHING Exceptional Children, 46(5), 70-78. https://doi.org/10.1177/0040059914528329