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
ELL Field Experience
ELL Lesson
ELL Field Experience
Reflection:
The artifact I am using to represent the Differentiation Standard is the English Language Learners (ELL) Project Report from the ITEC 7430 and the Field Experiences Logs for this class. As one of my classes this semester included 10 ESL students from a variety of countries and speaking many different languages. I focused on one student who had come to our school a week before classes started from Iraq. She only spoke Arabic at that time. I worked with student before school and during class each day to determine technology tools which could be used as instructional strategies and additional tools for assessments. My goal during these sessions was to help improve her English through the use of technology tools and improve her success in the classroom. I used my iPad along with several downloaded English-learning apps created for early-learners to design and implement the differentiated instruction for my student. In using these tools with my student, I was able to use these apps to model and facilitate proper English acquisition as well as to encourage her to improve her English vocabulary.
The artifact enabled me to model and facilitate a variety of differentiation strategies including adjusting content, process, and product or learning environment. These same strategies could be used with a variety of different learners including other ESL learners and special education students. The process was differentiated to include a variety of instructional strategies including direct instruction, center work with close supervision, center work with more collaboration among the students and some independent work. There were some adaptive and assistive technologies such as Read Aloud and SOLO for testing. Along with these tools, the student’s daily process includes having a tablet with her at all times and she translates on her own questions and directions without being prompted. This has allowed the student to take ownership of her learning. This student’s learning environment changed daily depending on the content and skills we were working on mastering in class each day.
The artifact enabled me to demonstrate the ability to differentiate based on the analysis of learner characteristics, including readiness levels, interests and personal goals. The students learning experience was created based upon her readiness level for each skill set and learning style. These learning experiences could someday rely heavily on imagery, other days closed caption on videos (Discovery Education) or teacher translation of directions and instruction. This personalized learning environment would change as her readiness level and interest changed as well. As her learning improvement the student became more engaged in learning and set personal goals for herself. Each day, the student sets to learn three new words from each of her content courses.
This experience has further developed my skills in teaching ESL students and my skills in developing differentiation instruction for all of my students. In the future, I will worked to meets the needs of all types of learners and worked to develop integrate the tools which can improve the instruction for all of my students.
The work that went into completing this artifact impacted student learning due to the increase in English comprehension and vocabulary retention of my student over the course of the project. As research has stated for many years, the brains of young children develop greatly in the preschool years. This is an ideal time to learn a new language due to this rapid and constant development. I additionally have the pleasure of teaching this student again in 8th grade, and the increase in her English comprehension and vocabulary has greatly improved. The tools developed last school year during this project, the student still uses each day in the classroom. Modeling and facilitating and enhanced learning experience through the use of technology has improved her academic achievement. Through my work with this student school improvement and faculty development has been impacted through my modeling and facilitating this improved learning experience other content and ESL teachers now use several of these strategies sin their classrooms as well.
The artifact enabled me to model and facilitate a variety of differentiation strategies including adjusting content, process, and product or learning environment. These same strategies could be used with a variety of different learners including other ESL learners and special education students. The process was differentiated to include a variety of instructional strategies including direct instruction, center work with close supervision, center work with more collaboration among the students and some independent work. There were some adaptive and assistive technologies such as Read Aloud and SOLO for testing. Along with these tools, the student’s daily process includes having a tablet with her at all times and she translates on her own questions and directions without being prompted. This has allowed the student to take ownership of her learning. This student’s learning environment changed daily depending on the content and skills we were working on mastering in class each day.
The artifact enabled me to demonstrate the ability to differentiate based on the analysis of learner characteristics, including readiness levels, interests and personal goals. The students learning experience was created based upon her readiness level for each skill set and learning style. These learning experiences could someday rely heavily on imagery, other days closed caption on videos (Discovery Education) or teacher translation of directions and instruction. This personalized learning environment would change as her readiness level and interest changed as well. As her learning improvement the student became more engaged in learning and set personal goals for herself. Each day, the student sets to learn three new words from each of her content courses.
This experience has further developed my skills in teaching ESL students and my skills in developing differentiation instruction for all of my students. In the future, I will worked to meets the needs of all types of learners and worked to develop integrate the tools which can improve the instruction for all of my students.
The work that went into completing this artifact impacted student learning due to the increase in English comprehension and vocabulary retention of my student over the course of the project. As research has stated for many years, the brains of young children develop greatly in the preschool years. This is an ideal time to learn a new language due to this rapid and constant development. I additionally have the pleasure of teaching this student again in 8th grade, and the increase in her English comprehension and vocabulary has greatly improved. The tools developed last school year during this project, the student still uses each day in the classroom. Modeling and facilitating and enhanced learning experience through the use of technology has improved her academic achievement. Through my work with this student school improvement and faculty development has been impacted through my modeling and facilitating this improved learning experience other content and ESL teachers now use several of these strategies sin their classrooms as well.
