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 Report
Reflection:
During ITEC 7430, Internet Tools for the Classroom we were asked to complete a field experience with an English Language Learner. For this artifact we were asked to document our experience of working with an English Language Learner using instructional technology for at least five hours. The ELL Report describes my experience working with one student over the course of this time. The report was completed alone.
Standard 2.5, Differentiation asks that candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting process, product, and learning environment based upon the analysis of learner characteristics, including readiness level, interests, and personal goals. Before working with an English Language Learner we were asked to complete a module created by the IRIS Center for Training Enhancements on working with diverse students. It described obstacles we might encounter and strategies for working with ELLs. Before beginning our sessions, I spoke with the student about her interests, needs, and goals. As we worked toward these goals, I was able to identify areas where language was an obstacle. By adjusting process and working in a learning environment where the student felt comfortable making mistakes, we were able to improve student learning in several subject areas throughout the semester. As the assignments we were working through were not for my class, I was not able to adjust the products, but would have in some cases if the choice had been mine to make.
Through this experience I learned many strategies for working with students for whom English is a second language. Having read more about English Language Learners after beginning this experience, I think that I would have spent more time in the first sessions getting to know more about my student’s background. This would have made it easier for me to relate content to her prior experiences. I would also have talked to her teachers about what she was struggling with in their classes. Having gone into this planning to teach her strictly about technology, I was not prepared the first time she had so much trouble with reading comprehension. This discovery changed my focus from strictly technology-based lessons to using technology to help her with her course work.
While many standards were addressed through this experience, I think the knowledge and skills I learned about differentiating my instruction to meet the needs of English Language Learners is one that will carry over into many situations. In order to plan for this student’s needs I had to research appropriate strategies, adjust assessment activities, and implement interventions to maximize her learning. These standards not only apply to the teaching of technology but are best practices for all teachers. Learning to work with a diverse population would impact faculty development, student learning, and overall school improvement.
During ITEC 7430, Internet Tools for the Classroom we were asked to complete a field experience with an English Language Learner. For this artifact we were asked to document our experience of working with an English Language Learner using instructional technology for at least five hours. The ELL Report describes my experience working with one student over the course of this time. The report was completed alone.
Standard 2.5, Differentiation asks that candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting process, product, and learning environment based upon the analysis of learner characteristics, including readiness level, interests, and personal goals. Before working with an English Language Learner we were asked to complete a module created by the IRIS Center for Training Enhancements on working with diverse students. It described obstacles we might encounter and strategies for working with ELLs. Before beginning our sessions, I spoke with the student about her interests, needs, and goals. As we worked toward these goals, I was able to identify areas where language was an obstacle. By adjusting process and working in a learning environment where the student felt comfortable making mistakes, we were able to improve student learning in several subject areas throughout the semester. As the assignments we were working through were not for my class, I was not able to adjust the products, but would have in some cases if the choice had been mine to make.
Through this experience I learned many strategies for working with students for whom English is a second language. Having read more about English Language Learners after beginning this experience, I think that I would have spent more time in the first sessions getting to know more about my student’s background. This would have made it easier for me to relate content to her prior experiences. I would also have talked to her teachers about what she was struggling with in their classes. Having gone into this planning to teach her strictly about technology, I was not prepared the first time she had so much trouble with reading comprehension. This discovery changed my focus from strictly technology-based lessons to using technology to help her with her course work.
While many standards were addressed through this experience, I think the knowledge and skills I learned about differentiating my instruction to meet the needs of English Language Learners is one that will carry over into many situations. In order to plan for this student’s needs I had to research appropriate strategies, adjust assessment activities, and implement interventions to maximize her learning. These standards not only apply to the teaching of technology but are best practices for all teachers. Learning to work with a diverse population would impact faculty development, student learning, and overall school improvement.