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:
Reflection: ELL Report
Standard 2.5: Differentiation
The ELL Report was created for the Internet Tools in the Classroom Course and was part of an embedded diversity module and field experience designed to educate ITEC candidates about the educational needs of English Language Learners. The purpose of the field experience and ELL report was to enhance understanding of second language acquisition and develop skills in instructional practice to facilitate learning for ELLs. The artifact documents my time mentoring a first grade ELL student and the various technology-enhanced learning experiences conducted over the course of five field experience hours.
The artifact demonstrates mastery of the Differentiation standard and illustrates my ability to model and facilitate the design and implementation of technology-enhanced learning experiences using a variety of different strategies, including adjusting content, process, product and learning environment. For the ELL Module, I reached out to my colleague who was the teacher of our school’s only self-contained ELL homeroom. Her guidance was sought for how to accomplish all of the objectives required of the ELL module. It was decided that I would mentor one of her lower students over the course of a few months, and I was to focus on fostering the child’s confidence, skills with technology, and sight word recognition. R.R., the student, was an ELL with a low English proficiency with speech emergence, vocabulary usage, and reading comprehension in the beginning stages. Throughout the course of the field experience a variety of engaging activities were extended to R.R. Two to three times a week, R.R. would operate the cameras and soundboard of our closed circuit televised morning announcements. Modeling how to correctly use AV equipment with a child of limited English proficiency is no easy task, which required analysis of the learner’s readiness levels and learner characteristics. Additionally, for the field experience I shadowed R.R. and helped him practice his Dolch word recall skills with a web-based intervention that I created. The field experience and artifact demonstrate my abilities to adjust content and processes and vary learning environments to foster successful learning outcomes with technology-enhanced learning experiences for students with limited English proficiency.
The field experience was invaluable to me because I learned a great deal about how to design, implement, and facilitate differentiated learning experiences for ELLs. Also, the diversity module and field experience made me conscious of how much I enjoyed working with ELLs and directly influenced my decision to pursue the ESOL endorsement. In retrospect, if I could do this field experience again I would want to complete the field experience while dually enrolled in INED 7782/Essential Linguistics. The knowledge that I gained with that class was much deeper than the embedded IRIS module from the Internet Tools class. If I had the chance to do it again, it would be perfect to complete the field experience in tandem with an ELL case study. This is primarily because of the information regarding comprehensible input and the variety of other accommodations that you can extend to ELLs that I didn’t know prior to INED 7782.
Overall, the diversity module, ELL report, and field experience were essential in expanding my knowledge, skills, and dispositions not only in matters of Instructional Technology but also my abilities as an educator of ELLs. I now feel that I have the skills necessary to analyze diverse learner characteristics and implement effective differentiated technology-enhanced learning experiences to English Language Learners. Through the course of implementing the mentorship of the ELL and through teacher observation, I was able to assess the impact of the student’s learning firsthand. The partnering ELL homeroom teacher also reported positive outcomes and that illustrates the successes of this field experience and artifact.
Standard 2.5: Differentiation
The ELL Report was created for the Internet Tools in the Classroom Course and was part of an embedded diversity module and field experience designed to educate ITEC candidates about the educational needs of English Language Learners. The purpose of the field experience and ELL report was to enhance understanding of second language acquisition and develop skills in instructional practice to facilitate learning for ELLs. The artifact documents my time mentoring a first grade ELL student and the various technology-enhanced learning experiences conducted over the course of five field experience hours.
The artifact demonstrates mastery of the Differentiation standard and illustrates my ability to model and facilitate the design and implementation of technology-enhanced learning experiences using a variety of different strategies, including adjusting content, process, product and learning environment. For the ELL Module, I reached out to my colleague who was the teacher of our school’s only self-contained ELL homeroom. Her guidance was sought for how to accomplish all of the objectives required of the ELL module. It was decided that I would mentor one of her lower students over the course of a few months, and I was to focus on fostering the child’s confidence, skills with technology, and sight word recognition. R.R., the student, was an ELL with a low English proficiency with speech emergence, vocabulary usage, and reading comprehension in the beginning stages. Throughout the course of the field experience a variety of engaging activities were extended to R.R. Two to three times a week, R.R. would operate the cameras and soundboard of our closed circuit televised morning announcements. Modeling how to correctly use AV equipment with a child of limited English proficiency is no easy task, which required analysis of the learner’s readiness levels and learner characteristics. Additionally, for the field experience I shadowed R.R. and helped him practice his Dolch word recall skills with a web-based intervention that I created. The field experience and artifact demonstrate my abilities to adjust content and processes and vary learning environments to foster successful learning outcomes with technology-enhanced learning experiences for students with limited English proficiency.
The field experience was invaluable to me because I learned a great deal about how to design, implement, and facilitate differentiated learning experiences for ELLs. Also, the diversity module and field experience made me conscious of how much I enjoyed working with ELLs and directly influenced my decision to pursue the ESOL endorsement. In retrospect, if I could do this field experience again I would want to complete the field experience while dually enrolled in INED 7782/Essential Linguistics. The knowledge that I gained with that class was much deeper than the embedded IRIS module from the Internet Tools class. If I had the chance to do it again, it would be perfect to complete the field experience in tandem with an ELL case study. This is primarily because of the information regarding comprehensible input and the variety of other accommodations that you can extend to ELLs that I didn’t know prior to INED 7782.
Overall, the diversity module, ELL report, and field experience were essential in expanding my knowledge, skills, and dispositions not only in matters of Instructional Technology but also my abilities as an educator of ELLs. I now feel that I have the skills necessary to analyze diverse learner characteristics and implement effective differentiated technology-enhanced learning experiences to English Language Learners. Through the course of implementing the mentorship of the ELL and through teacher observation, I was able to assess the impact of the student’s learning firsthand. The partnering ELL homeroom teacher also reported positive outcomes and that illustrates the successes of this field experience and artifact.