Standard 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. (PSC2.5/ISTE 2e)
Artifact: ELL Reflections, ELL Field Experience, ELL Module Report
Artifact: ELL Reflections, ELL Field Experience, ELL Module Report
Reflection: I have included artifacts from the Internet Tools in the Classroom, ITEC 7430 to show mastery of Standard 2.5. I took this class in the spring of 2013 which was my second semester of this program. First we completed the online English Language Learners module from the IRIS Center at Vanderbilt University. This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners. This project required us to work with an English Language Learner (ELL) student at my school during after school hours which are documented on my Field Experience that is also attached above. The artifacts included consist of a an English Language Learner Module that I designed and completed with two ELL boys that were in my class, a pre and post reflection assignment, and the Unstructured Field Experience that correlated with the ELL module that I created.
These items show mastery of the Differentiation Standard 2.5. I was able to work with two boys from my classroom that were from different cultures. One boy was from Romania and the second boy was from China. Both boys understood English pretty well but were not fluent in the English language. This ELL Module allowed me to work with these boys after school as a review in addition to the regular social studies lesson. I was able to go over the Annie Oakley lesson with the two boys a second time by holding this class after school. They had a little trouble with understanding the concept of a folktale. I used simplified syntax to assist them with understanding folktales. I made sure to model before asking them to play the game on the Smartboard with the vocabulary cards. I made sure that I reviewed the new vocabulary thoroughly before I expected them to play the game. I made sure I used the comprehensible input when teaching and evaluating the boys. Technology was used when both boys read the e-book of Annie Oakley. We used the Smartboard technologies to play a game with the new vocabulary words. Last, I used multimodal techniques when working with the boys which helped them as well. Each boy was at a different academic level. Both of them did what they were capable of doing. I made assessment considerations for the boy who was a little lower than the other. Fortunately, he wants to be where the other one is so he was trying hard but his vocabulary is not quite there yet.
By completing this module, I was able to learn more about differentiation and learning while differentiating. I knew about differentiating for special education students, for my low or my high students but I did not have much experience with ELL students. By assessing the boys, I learned about their strengths and weaknesses. They were both excited as soon as they saw we would be using the Smartboard for our lesson.
This module made an impact on Timber Ridge because we now have one more teacher who knows about teaching while using differentiation in the classroom to a different extent. We do not get too many ELL students at Timber Ridge but for the ones that we get, I will be ready to assist them. Having been equipped with these skills will only make me a better teacher in this technology world.