2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
Artifact:
ELL Lesson
Reflection:
The artifact I decided to select in order to demonstrate mastery of Standard 2.5 is the English Language Learner report that was designed and implemented in ITEC 7430. The purpose of this report was to demonstrate acquired knowledge about the diverse needs of students and determine technology tools that could be used to support and enhance their learning. This artifact required much reflection, research, and revision as I completed a report about my experience working with an ELL student. I reflected on my initial thoughts before I began working with the student, what I learned while completing the ELL module, and my experience overall.
This artifact satisfies the requirements outlined for this standard. This standard requires that candidates be able to model and facilitate the design and implementation of technology- enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment. In order to make sure that I met the requirement for this standard, I had to analyze the learner’s characteristics in order to differentiate instruction. For this ELL assignment I worked with a 3rd grade student, who according to The IRIS Center, was at a Stage 4: Intermediate Language Proficient level being that she had a fairly higher repertoire of words, could formulate longer and more complex statements, shared thoughts and opinions confidently, and requested clarification when needed. Once I collected data and analyzed the learner characteristics, I began to plan for strategies that would support the learner during our meetings based off strategies that I learned from The IRIS Center module. On March 18th , we started working together for two weeks, Monday-Thursday for 45 minutes each day.
There were three main strategies that I focused on. The three strategies included: teaching vocabulary, activating background knowledge, and providing opportunities for the student to practice. I began modeling and facilitating the design and implementation of technology enhanced learning experiences by utilizing tools such as Smart Exchange and The IRIS Center to support the student in adjusting to content in the learning environment. The student was able to practice differentiation of learning vocabulary with the Social Studies content focusing on cardinal directions by using pictures/flash cards and referring to the word wall in the classroom. She also participated in activities to demonstrate mastery of cardinal direction using Smart Exchange on the smartboard to identify different locations. I used differentiated worksheets and assessments (matching words to pictures, fill in the blank, providing a word bank) from Super Teachers to adjust with student learning. The student’s products were sometimes differentiated because I allowed her to verbally explain her understanding of lessons or limited the amount of required writing, such as only writing a paragraph or two, for a task.
I can honestly say that I learned so much about connecting with and teaching ELL students. This assignment required that I complete research for technology tools as well as strategies for working with ELL students. I found The IRIS Center site to be a supportive resource as I worked with my ELL student. To improve this experience, I would collaborate more with the ESOL teacher to gain knowledge from her expertise through working with ELL students. I know that there is so much I could learn and will definitely reach out to her for more support next time.
The work that went into making this artifact impacted student learning as a whole, not just for the ELL student. This experience allowed me to implement new strategies and tools into my classroom in a way that promoted active participation for all learners. The rewarding part is that I am now confident that future ELL students who will be a part of my class will benefit from the research and tools that I have now acquired. The impact can be assessed from the results of the experience with the ELL student. She showed significant gains in demonstrating comprehension of vocabulary words and identifying cardinal directions verbally and physically during assessments. It was great being able to learn so much during this experience.
Reflection:
The artifact I decided to select in order to demonstrate mastery of Standard 2.5 is the English Language Learner report that was designed and implemented in ITEC 7430. The purpose of this report was to demonstrate acquired knowledge about the diverse needs of students and determine technology tools that could be used to support and enhance their learning. This artifact required much reflection, research, and revision as I completed a report about my experience working with an ELL student. I reflected on my initial thoughts before I began working with the student, what I learned while completing the ELL module, and my experience overall.
This artifact satisfies the requirements outlined for this standard. This standard requires that candidates be able to model and facilitate the design and implementation of technology- enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment. In order to make sure that I met the requirement for this standard, I had to analyze the learner’s characteristics in order to differentiate instruction. For this ELL assignment I worked with a 3rd grade student, who according to The IRIS Center, was at a Stage 4: Intermediate Language Proficient level being that she had a fairly higher repertoire of words, could formulate longer and more complex statements, shared thoughts and opinions confidently, and requested clarification when needed. Once I collected data and analyzed the learner characteristics, I began to plan for strategies that would support the learner during our meetings based off strategies that I learned from The IRIS Center module. On March 18th , we started working together for two weeks, Monday-Thursday for 45 minutes each day.
There were three main strategies that I focused on. The three strategies included: teaching vocabulary, activating background knowledge, and providing opportunities for the student to practice. I began modeling and facilitating the design and implementation of technology enhanced learning experiences by utilizing tools such as Smart Exchange and The IRIS Center to support the student in adjusting to content in the learning environment. The student was able to practice differentiation of learning vocabulary with the Social Studies content focusing on cardinal directions by using pictures/flash cards and referring to the word wall in the classroom. She also participated in activities to demonstrate mastery of cardinal direction using Smart Exchange on the smartboard to identify different locations. I used differentiated worksheets and assessments (matching words to pictures, fill in the blank, providing a word bank) from Super Teachers to adjust with student learning. The student’s products were sometimes differentiated because I allowed her to verbally explain her understanding of lessons or limited the amount of required writing, such as only writing a paragraph or two, for a task.
I can honestly say that I learned so much about connecting with and teaching ELL students. This assignment required that I complete research for technology tools as well as strategies for working with ELL students. I found The IRIS Center site to be a supportive resource as I worked with my ELL student. To improve this experience, I would collaborate more with the ESOL teacher to gain knowledge from her expertise through working with ELL students. I know that there is so much I could learn and will definitely reach out to her for more support next time.
The work that went into making this artifact impacted student learning as a whole, not just for the ELL student. This experience allowed me to implement new strategies and tools into my classroom in a way that promoted active participation for all learners. The rewarding part is that I am now confident that future ELL students who will be a part of my class will benefit from the research and tools that I have now acquired. The impact can be assessed from the results of the experience with the ELL student. She showed significant gains in demonstrating comprehension of vocabulary words and identifying cardinal directions verbally and physically during assessments. It was great being able to learn so much during this experience.