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:
The ELL report was an artifact explaining the work I completed with a small group of English Language Learners during sessions in a first-grade classroom setting. The purpose of interacting with this group of students was to create differentiated experiences that embedded technology-enhanced learning. This learning experience was an individual classroom assignment; however, I collaborated with the classroom teacher when planning for the students with whom I worked.
The instruction was focused around the weekly vocabulary words. Prior to the lessons I taught, I took some time to get the know the students I was working with in order to gain more knowledge about their learner characteristics, including readiness levels, interests, and personal goals. I also discussed the lesson with the teacher prior to teaching it as well as used other resources to gain information specific for teaching ELL students new content and vocabulary. Because picture support is a researched-based strategy for ELL students, it was incorporated within the context of the lessons and content was adjusted as needed. After introducing the weekly vocabulary words, I taught students how to create a PowerPoint slide that included the word, definition and picture copied and pasted from the Internet. During the process, students learned how to use www.dictionary.com on the classroom iPads to access the definition of the words they did not know. Once a slide was created for each vocabulary word, students then read an excerpt from the book in order to use the words in the context in which they needed to know them.
The content of the lesson was adjusted to meet their needs for learning vocabulary, which created a focus of learning the vocabulary first and then applying it while reading the story. The process was adjusted through small-group instruction, and the product was differentiated through learning how to create a PowerPoint presentation. The students and teacher thoroughly enjoyed the experience and allowed the students to teach others in the classroom how to create a PowerPoint presentation, which gave them confidence and advanced their communication skills.
I learned the importance of changing instruction to meet the needs of the learners you’re teaching as well as adjusting anything needed about the lesson accordingly. Getting to know the students, their levels of readiness, interests, and personal goals are great tools in activating prior knowledge and differentiating content when teaching. If I were change anything about this artifact, I would add more resources during the planning process to gain more knowledge specific to ELL students; although I did this, I think more information for vocabulary instruction would have increased my knowledge even more.
Staff development occurred during the execution of this artifact. Because I collaborated with the first grade teacher, she saw a new way to teach the diverse learners in her classroom. The teacher noted her hesitancy to teach first graders a PowerPoint and realized through the process how much the lesson enriched the learning of the students; because of its success, she used the lesson to teach other students in her classroom as well. The impact was assessed through the collection of data of vocabulary assessments before and after the implementation of the strategy taught in the classroom. Student learning was evident in the data-collection process.
The ELL report was an artifact explaining the work I completed with a small group of English Language Learners during sessions in a first-grade classroom setting. The purpose of interacting with this group of students was to create differentiated experiences that embedded technology-enhanced learning. This learning experience was an individual classroom assignment; however, I collaborated with the classroom teacher when planning for the students with whom I worked.
The instruction was focused around the weekly vocabulary words. Prior to the lessons I taught, I took some time to get the know the students I was working with in order to gain more knowledge about their learner characteristics, including readiness levels, interests, and personal goals. I also discussed the lesson with the teacher prior to teaching it as well as used other resources to gain information specific for teaching ELL students new content and vocabulary. Because picture support is a researched-based strategy for ELL students, it was incorporated within the context of the lessons and content was adjusted as needed. After introducing the weekly vocabulary words, I taught students how to create a PowerPoint slide that included the word, definition and picture copied and pasted from the Internet. During the process, students learned how to use www.dictionary.com on the classroom iPads to access the definition of the words they did not know. Once a slide was created for each vocabulary word, students then read an excerpt from the book in order to use the words in the context in which they needed to know them.
The content of the lesson was adjusted to meet their needs for learning vocabulary, which created a focus of learning the vocabulary first and then applying it while reading the story. The process was adjusted through small-group instruction, and the product was differentiated through learning how to create a PowerPoint presentation. The students and teacher thoroughly enjoyed the experience and allowed the students to teach others in the classroom how to create a PowerPoint presentation, which gave them confidence and advanced their communication skills.
I learned the importance of changing instruction to meet the needs of the learners you’re teaching as well as adjusting anything needed about the lesson accordingly. Getting to know the students, their levels of readiness, interests, and personal goals are great tools in activating prior knowledge and differentiating content when teaching. If I were change anything about this artifact, I would add more resources during the planning process to gain more knowledge specific to ELL students; although I did this, I think more information for vocabulary instruction would have increased my knowledge even more.
Staff development occurred during the execution of this artifact. Because I collaborated with the first grade teacher, she saw a new way to teach the diverse learners in her classroom. The teacher noted her hesitancy to teach first graders a PowerPoint and realized through the process how much the lesson enriched the learning of the students; because of its success, she used the lesson to teach other students in her classroom as well. The impact was assessed through the collection of data of vocabulary assessments before and after the implementation of the strategy taught in the classroom. Student learning was evident in the data-collection process.