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 Plan
Reflection:
The artifact “ELL Lesson Plan” was created in ITEC 7430 Internet Tools in the Classroom. This artifact was a summary of my work with an ELL student as part of the unstructured field experience required for this course. This particular student was a sixteen-year-old tenth grader who had recently immigrated from Syria and was taking my Sociology course. Throughout a period of approximately one month, I met with this student for five and one-half hours. We utilized various resources including images from Google to preview or review concepts that we would be addressing or had already addressed in class. We focused on using pictures to activate background knowledge, teaching vocabulary, compare/contrast charts, diagrams, and providing the student with opportunities for him to practice English in one-on-one discussions.
The element of Differentiation under the Standard of Teaching, Learning, and Assessment was mastered with this artifact in several different ways. I modeled and facilitated the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation with this student throughout our sessions together. I adjusted content by comparing and contrasting the definitions here of various Sociology terms with his own definitions from Syria. I adjusted learning environment by providing this student with one-on-one sessions before and after school so that he could ask any questions he had in a more comfortable environment. Additionally, I analyzed this student’s readiness levels, interests, and personal goals in order to adjust his learning environment. By getting to know him and his interests, I was able to provide him with comparisons to his home country and the learning environment there. Further, after working with this student before and after school, he began to be more comfortable talking to me quietly in class when he had questions and reaching out to his fellow students for assistance.
While completing this artifact, I was reminded of a great deal of information that I learned during my ESOL endorsement classes and my time teaching ESOL World History and ESOL U.S. History. It is critical to recognize different cultures and respond appropriately to them. All students have so much to offer, but it is key to recognize their differences first. For this artifact, I would change some of the work we did as I believe the student could have benefited from the use of more technology; however, at that time, he was not as comfortable with using technology in my classroom. Since then, I have found additional resources that I am hoping to use this upcoming school year.
The work that went into creating this artifact will impact student learning as this student gained a better grasp of various vocabulary words being utilized in class. I was able to assess this impact by analyzing his test scores and writing assignments. By previewing vocabulary and key concepts prior to their introduction in class, this student was able to more effectively analyze and reflect on these concepts.
The artifact “ELL Lesson Plan” was created in ITEC 7430 Internet Tools in the Classroom. This artifact was a summary of my work with an ELL student as part of the unstructured field experience required for this course. This particular student was a sixteen-year-old tenth grader who had recently immigrated from Syria and was taking my Sociology course. Throughout a period of approximately one month, I met with this student for five and one-half hours. We utilized various resources including images from Google to preview or review concepts that we would be addressing or had already addressed in class. We focused on using pictures to activate background knowledge, teaching vocabulary, compare/contrast charts, diagrams, and providing the student with opportunities for him to practice English in one-on-one discussions.
The element of Differentiation under the Standard of Teaching, Learning, and Assessment was mastered with this artifact in several different ways. I modeled and facilitated the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation with this student throughout our sessions together. I adjusted content by comparing and contrasting the definitions here of various Sociology terms with his own definitions from Syria. I adjusted learning environment by providing this student with one-on-one sessions before and after school so that he could ask any questions he had in a more comfortable environment. Additionally, I analyzed this student’s readiness levels, interests, and personal goals in order to adjust his learning environment. By getting to know him and his interests, I was able to provide him with comparisons to his home country and the learning environment there. Further, after working with this student before and after school, he began to be more comfortable talking to me quietly in class when he had questions and reaching out to his fellow students for assistance.
While completing this artifact, I was reminded of a great deal of information that I learned during my ESOL endorsement classes and my time teaching ESOL World History and ESOL U.S. History. It is critical to recognize different cultures and respond appropriately to them. All students have so much to offer, but it is key to recognize their differences first. For this artifact, I would change some of the work we did as I believe the student could have benefited from the use of more technology; however, at that time, he was not as comfortable with using technology in my classroom. Since then, I have found additional resources that I am hoping to use this upcoming school year.
The work that went into creating this artifact will impact student learning as this student gained a better grasp of various vocabulary words being utilized in class. I was able to assess this impact by analyzing his test scores and writing assignments. By previewing vocabulary and key concepts prior to their introduction in class, this student was able to more effectively analyze and reflect on these concepts.