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 Report
This artifact is an English Language Learners (ELL) lesson designed for one of my 8th grade Hispanic students. It was developed in ITEC 7430, Internet Tools in the Classroom, during Fall 2016. There is a module designed for ELL students in this class. The module focused on instructional practices and strategies that would help ELL students in our given subject areas. During this lesson, I assisted an ELL student twice a week for 75 minutes during the student's connections periods to help with a novel the student was reading in their Language Arts class.
This ELL lesson shows mastery of Standard 2.5 by allowing me to design, model, facilitate, and implement a technology-enhanced learning experience while making appropriate use of differentiation for my ELL student. While creating this model, I adjusted the content, process, product, and learning environment based upon my student’s readiness levels. I set goals for my student and checkpoints to help him achieve his goal of understanding the novel, as well as drawing on background knowledge and skills. By using my analysis of the learner's characteristics and graphic organizers, breaking down the chapters, and adjusting the process of reading the novel, my student was successful in completing the book.
During the process of creating this lesson I learned many ways to differentiate for ELL students. I did not realize how low some students are, in addition to the problem of a language barrier. I learned during these sessions that my student was on a 3rd grade reading level due to their upbringing and lack of proper schooling in their home country. By knowing this background, it allowed me to differentiate the lesson to help build their skills. If I could change anything about this lesson, I would have worked more on a 1 to 1 basis with this student. The information I gathered and learned in creating this artifact will help my future ELL students in my classroom. I will start collecting data and researching backgrounds of my ELL students as soon as I can, in order to really understand their level of knowledge and skills. I recommend all teachers go above and beyond the normal information you are given on ELL students and research a little more. You will be surprised what you find and it will greatly assist your teaching for those students.
This artifact positively impacted student learning for all English Language Learners at my school. It will also impact students who are not ELL, but may have a lower lexile score for a variety of reasons. These impacts can be assessed with checkpoints, formative assignments, Lexile testing, and Georgia Milestones scores.
This artifact is an English Language Learners (ELL) lesson designed for one of my 8th grade Hispanic students. It was developed in ITEC 7430, Internet Tools in the Classroom, during Fall 2016. There is a module designed for ELL students in this class. The module focused on instructional practices and strategies that would help ELL students in our given subject areas. During this lesson, I assisted an ELL student twice a week for 75 minutes during the student's connections periods to help with a novel the student was reading in their Language Arts class.
This ELL lesson shows mastery of Standard 2.5 by allowing me to design, model, facilitate, and implement a technology-enhanced learning experience while making appropriate use of differentiation for my ELL student. While creating this model, I adjusted the content, process, product, and learning environment based upon my student’s readiness levels. I set goals for my student and checkpoints to help him achieve his goal of understanding the novel, as well as drawing on background knowledge and skills. By using my analysis of the learner's characteristics and graphic organizers, breaking down the chapters, and adjusting the process of reading the novel, my student was successful in completing the book.
During the process of creating this lesson I learned many ways to differentiate for ELL students. I did not realize how low some students are, in addition to the problem of a language barrier. I learned during these sessions that my student was on a 3rd grade reading level due to their upbringing and lack of proper schooling in their home country. By knowing this background, it allowed me to differentiate the lesson to help build their skills. If I could change anything about this lesson, I would have worked more on a 1 to 1 basis with this student. The information I gathered and learned in creating this artifact will help my future ELL students in my classroom. I will start collecting data and researching backgrounds of my ELL students as soon as I can, in order to really understand their level of knowledge and skills. I recommend all teachers go above and beyond the normal information you are given on ELL students and research a little more. You will be surprised what you find and it will greatly assist your teaching for those students.
This artifact positively impacted student learning for all English Language Learners at my school. It will also impact students who are not ELL, but may have a lower lexile score for a variety of reasons. These impacts can be assessed with checkpoints, formative assignments, Lexile testing, and Georgia Milestones scores.