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. (PSC 2.5/ISTE 2e)
Artifact:
Reflection:
ITEC 7430 ELL Lesson
I chose to complete the ELL field experience because it helped me design and implement a technology-enhanced learning experience with making the appropriate use of differentiation for ELL students. I finished this project by working with high school ELL students and teaching them math. This project helped me learn how to adjust the learning environment based on the characteristics of my students. I feel that this activity gave me a lot of insight into making modifications based on student’s readiness levels so that they can meet their learning and personal goals.
When working with a group of students for the Algebra 2 math class, I used activation of background knowledge by reviewing factoring before providing direct instruction and teacher modeling of factoring higher order polynomials. The students and I went through the steps for factoring the polynomials, and they also taught me how to say a few of the words in Spanish. It was such a fantastic learning experience working with the students and the students teaching me how to pronounce some of the math words in Spanish correctly. The students also modeled factoring higher order polynomials on the SmartBoard and provided peer tutoring for others when needed. I spoke slowly and paused while demonstrating examples on the SmartBoard while emphasizing essential vocabulary words. I also walked around and facilitated the learning environment as some students worked together, and some elected to work independently. I provided the students with instant feedback over the content so they could make corrections and understand their mistakes and also what they were doing correctly. Students completed an activity to measure their understanding of factoring higher order polynomials. The students were visual learners, so I used a lot of visual examples when factoring the polynomials and demonstrated each step of factoring the polynomials.
Additionally, I worked with an Algebra 1 student, and I used a blended learning environment approach. The student is more of a visual learner. I provided modeling of adding, subtracting, and multiplying polynomials and dividing by a monomial. During the instructional time, I was providing teacher modeling during the lesson and instructional videos to help the student gain a deeper understanding of the lesson. I used a free digital tool for the student to have some interactive practice in solving math problems. I used the data from the digital activity to measure the student understanding of the skills. The student also used digital flashcards using the website Quizlet for the lesson vocabulary words and played the game to study and learn the words and their examples/meanings. The student completed “Do Now” assignments which were also used to measure knowledge of the content. The student completed all math work on a Chromebook and had the opportunity to refer back to the digital vocabulary words and their examples, and also the digital instructional videos when needed. I intentionally spoke slowly and paused while modeling examples on the SmartBoard and answered all questions that the student had. I allowed the student to complete the assignments at her own pace to provide the opportunity to work problems thoroughly.
The design process and implementation of this ELL project helped me understand what it takes to create a technology-enhanced learning experience making appropriate use of differentiation for ELL students. I learned about and used ELL resources which helped me gain an understanding of ELLs and increase my pedagogical strategies to assist students who are English Language Learners (ELLs). One of the ELL resources I used was the Iris website to help me gain a clearer understanding of ELL students and how to meet their learning needs effectively. Within site, I completed activities and watch videos to deepen my knowledge of the best practices that would be effective when working with ELL students. As I already do, the Iris website reminded me that even when working with ELL students as with all students to activate background knowledge and incorporate real-world interests and culture into lessons. I also learned through the Iris website to create activities that are student-led and allow students to ask questions. I learned not to assume that ELL students cannot learn, because they all can learn and also to not focus on their English but their content when completing assignments. I learned and gained a clear understanding of the sheltered instruction strategy, which I used to achieve this field experience.
Although this learning experience cannot be formally assessed, it had a significant impact on ELL students learning. It also impacted my pedagogical strategies and how I create and implement strategies into my instruction that would help the students learn. I believe that this experience had helped me increase my teacher development and provide differentiation that helped students improve their learning and become more engaged in the learning process.
Resources:
Teaching English Language Learners: Effective Instructional Practices. Retrieved from
https://iris.peabody.vanderbilt.edu/module/ell/#content
ITEC 7430 ELL Lesson
I chose to complete the ELL field experience because it helped me design and implement a technology-enhanced learning experience with making the appropriate use of differentiation for ELL students. I finished this project by working with high school ELL students and teaching them math. This project helped me learn how to adjust the learning environment based on the characteristics of my students. I feel that this activity gave me a lot of insight into making modifications based on student’s readiness levels so that they can meet their learning and personal goals.
When working with a group of students for the Algebra 2 math class, I used activation of background knowledge by reviewing factoring before providing direct instruction and teacher modeling of factoring higher order polynomials. The students and I went through the steps for factoring the polynomials, and they also taught me how to say a few of the words in Spanish. It was such a fantastic learning experience working with the students and the students teaching me how to pronounce some of the math words in Spanish correctly. The students also modeled factoring higher order polynomials on the SmartBoard and provided peer tutoring for others when needed. I spoke slowly and paused while demonstrating examples on the SmartBoard while emphasizing essential vocabulary words. I also walked around and facilitated the learning environment as some students worked together, and some elected to work independently. I provided the students with instant feedback over the content so they could make corrections and understand their mistakes and also what they were doing correctly. Students completed an activity to measure their understanding of factoring higher order polynomials. The students were visual learners, so I used a lot of visual examples when factoring the polynomials and demonstrated each step of factoring the polynomials.
Additionally, I worked with an Algebra 1 student, and I used a blended learning environment approach. The student is more of a visual learner. I provided modeling of adding, subtracting, and multiplying polynomials and dividing by a monomial. During the instructional time, I was providing teacher modeling during the lesson and instructional videos to help the student gain a deeper understanding of the lesson. I used a free digital tool for the student to have some interactive practice in solving math problems. I used the data from the digital activity to measure the student understanding of the skills. The student also used digital flashcards using the website Quizlet for the lesson vocabulary words and played the game to study and learn the words and their examples/meanings. The student completed “Do Now” assignments which were also used to measure knowledge of the content. The student completed all math work on a Chromebook and had the opportunity to refer back to the digital vocabulary words and their examples, and also the digital instructional videos when needed. I intentionally spoke slowly and paused while modeling examples on the SmartBoard and answered all questions that the student had. I allowed the student to complete the assignments at her own pace to provide the opportunity to work problems thoroughly.
The design process and implementation of this ELL project helped me understand what it takes to create a technology-enhanced learning experience making appropriate use of differentiation for ELL students. I learned about and used ELL resources which helped me gain an understanding of ELLs and increase my pedagogical strategies to assist students who are English Language Learners (ELLs). One of the ELL resources I used was the Iris website to help me gain a clearer understanding of ELL students and how to meet their learning needs effectively. Within site, I completed activities and watch videos to deepen my knowledge of the best practices that would be effective when working with ELL students. As I already do, the Iris website reminded me that even when working with ELL students as with all students to activate background knowledge and incorporate real-world interests and culture into lessons. I also learned through the Iris website to create activities that are student-led and allow students to ask questions. I learned not to assume that ELL students cannot learn, because they all can learn and also to not focus on their English but their content when completing assignments. I learned and gained a clear understanding of the sheltered instruction strategy, which I used to achieve this field experience.
Although this learning experience cannot be formally assessed, it had a significant impact on ELL students learning. It also impacted my pedagogical strategies and how I create and implement strategies into my instruction that would help the students learn. I believe that this experience had helped me increase my teacher development and provide differentiation that helped students improve their learning and become more engaged in the learning process.
Resources:
Teaching English Language Learners: Effective Instructional Practices. Retrieved from
https://iris.peabody.vanderbilt.edu/module/ell/#content