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:
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Reflection:
The ELL Lesson Report, Field Experience and post reflection for ITEC 7400 are the primary artifacts for Standard 2.5. The assignment involved me working closely with an ELL student during a technology enhanced learning experience. During this field experience, I reviewed the IRIS module, I collaborated with the ELL and collaborative teachers, and I incorporated ELL strategies and differentiated instruction strategies.
Standard 2.5: Differentiation, established the expectations that the artifact explains how I designed and implemented a technology enhanced learning experience using a variety of differentiation strategies. Since I work in a virtual school setting, all of my experiences with students are technology enhanced. The learner characteristics of my student based on his World-class Instructional Design Assessment (WIDA) screening indicated that his knowledge of English was strong but he still learning to master the English language as an advanced English language learner. After communicating with him and learning about his struggles, I did adjust the learning and assessment processes for him. He did not understand the online discussion assignment. I facilitated his completion of the assignment by modeling step by step how to complete the assignment by designing a presentation for a in a one-on-one synchronous Adobe Connect session. The student was able to show mastery of the content and skill by appropriately completing the assignment. In order to teach content-related vocabulary and activating his prior knowledge on landforms, I designed and implemented an activity in Adobe Connect where the student matched the landforms on an interactive map activity instead of drawing and labeling and writing a description of the landforms.
While completing this artifact, I learned how difficult it is for students to learn in an environment where they have not mastered the language. I learned that visual cues and repetition are important elements to help ELL students and that regular classroom student also benefit from the adjustments that are made for ELL students and incorporated in the mainstream class. I also learned from collaborating with my colleague in the ELL department that there is a dearth of training for ELL students even though the number of ELL students in increasing at school. Our school’s ELL population however has not reached statistically relevant levels, so often those students fall through the cracks. After discussing this issue with another colleague in a different district I learned how quickly the number of ELL students at a school can increase and negatively impact the student performance-data, because teachers have not received ELL training and there are not enough ESOL employees in the district. To improve the quality of the artifact I would share the knowledge and skills I learned from the IRIS module with my peers and help them to support students who have been identified as ELL.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because I learned about the struggles of ELL students and I learned strategies to help them be successful. The artifact impacted student learning by providing an alternate means for the student to learn and display mastery of content and additional supports via recorded and one-on-one sessions. The impact on student learning can be assessed by a teacher designed assessment, assessments in the LMS, and standards-based benchmarks.
Standard 2.5: Differentiation, established the expectations that the artifact explains how I designed and implemented a technology enhanced learning experience using a variety of differentiation strategies. Since I work in a virtual school setting, all of my experiences with students are technology enhanced. The learner characteristics of my student based on his World-class Instructional Design Assessment (WIDA) screening indicated that his knowledge of English was strong but he still learning to master the English language as an advanced English language learner. After communicating with him and learning about his struggles, I did adjust the learning and assessment processes for him. He did not understand the online discussion assignment. I facilitated his completion of the assignment by modeling step by step how to complete the assignment by designing a presentation for a in a one-on-one synchronous Adobe Connect session. The student was able to show mastery of the content and skill by appropriately completing the assignment. In order to teach content-related vocabulary and activating his prior knowledge on landforms, I designed and implemented an activity in Adobe Connect where the student matched the landforms on an interactive map activity instead of drawing and labeling and writing a description of the landforms.
While completing this artifact, I learned how difficult it is for students to learn in an environment where they have not mastered the language. I learned that visual cues and repetition are important elements to help ELL students and that regular classroom student also benefit from the adjustments that are made for ELL students and incorporated in the mainstream class. I also learned from collaborating with my colleague in the ELL department that there is a dearth of training for ELL students even though the number of ELL students in increasing at school. Our school’s ELL population however has not reached statistically relevant levels, so often those students fall through the cracks. After discussing this issue with another colleague in a different district I learned how quickly the number of ELL students at a school can increase and negatively impact the student performance-data, because teachers have not received ELL training and there are not enough ESOL employees in the district. To improve the quality of the artifact I would share the knowledge and skills I learned from the IRIS module with my peers and help them to support students who have been identified as ELL.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because I learned about the struggles of ELL students and I learned strategies to help them be successful. The artifact impacted student learning by providing an alternate means for the student to learn and display mastery of content and additional supports via recorded and one-on-one sessions. The impact on student learning can be assessed by a teacher designed assessment, assessments in the LMS, and standards-based benchmarks.