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 Report
Reflection:
The ELL Report describes a series of lessons that integrated reading, writing, and science to help students make connections across the curriculum. The lessons were purposely designed for two English Language Learners (ELLs) within my classroom; however, both ELLs were on two different language proficiency levels, which caused me to differentiate the lessons by adjusting the content, process, and product between the group. Creating these lessons gave me the chance to use my ESOL (English to Speakers of Other Languages) background and provide strategies through modeling and scaffolding to help students access the curriculum and become proficient in English. Creating these lessons also gave me the chance to integrate current technology tools and provide opportunities for students to strengthen their writing and oral language skills to communicate a plant’s life cycle effectively.
Standard 2.5 states, “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.” I started by reviewing vowels with students; then, I slowly began introducing common vowel teams. The purpose of this particular lesson was to teach students decoding skills to use for spelling and reading. Next, I modeled the design of a technology-enhanced learning experience by using a digital book on Reading A-Z. The book allowed students to label common parts of different plants, using context sentences, labels, and photographs to support meaning. The next day, I took the role of the facilitator and gave students a wordless, digital picture book. Students used this picture book to write their own book that reinforced vocabulary and decoding strategies from the previous lesson. For the next lesson few lessons, I facilitated the implementation of Brainpop Jr. to give students background information using pictures and videos. Students could also use special tools on the website that would allow them to draw, write, or create a skit with vocabulary words. Students also used Brainpop Jr. to Students were then able to watch the video about a plant’s life cycle. This was a great strategy to use to pre-teach science vocabulary to students. The next day, we started by going over the vocabulary words that were studied the day before. Students had the chance to create a word map (using Brainpop Jr. features). Finally, students used a digital story retelling program called Photo Story 3. Photo Story 3 allowed students to show pictures and tell or about the life cycle of a plant using the sentences they created the day before. I adjusted the process of the end product based on the student’s language proficiency level.
This field experience forced me to research strategies and methods to design an authentic learning experience for ELLs within my classroom. Creating these lessons also reinforced the importance of teaching vocabulary, building background knowledge, and adjusting content, process, and product to ensure that all students have equal access to the curriculum. To improve the process involved in creating the artifact, I would add two more students, with different language proficiency levels, to the small group. Doing so would drive me into looking for additional strategies and give me the chance to impact more students learning.
The work that went into creating this artifact would definitely impact student learning. The artifact required me to look at my students’ proficiency levels and develop goals and objectives that were differentiated based on each learner’s individual needs. As a result, I created lessons that would provide meaningful instruction to enhance students’ success. The impact of this ELL field experience or report could be assessed using a rubric, summative/formative assessment, and ACCESS scores.
The ELL Report describes a series of lessons that integrated reading, writing, and science to help students make connections across the curriculum. The lessons were purposely designed for two English Language Learners (ELLs) within my classroom; however, both ELLs were on two different language proficiency levels, which caused me to differentiate the lessons by adjusting the content, process, and product between the group. Creating these lessons gave me the chance to use my ESOL (English to Speakers of Other Languages) background and provide strategies through modeling and scaffolding to help students access the curriculum and become proficient in English. Creating these lessons also gave me the chance to integrate current technology tools and provide opportunities for students to strengthen their writing and oral language skills to communicate a plant’s life cycle effectively.
Standard 2.5 states, “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.” I started by reviewing vowels with students; then, I slowly began introducing common vowel teams. The purpose of this particular lesson was to teach students decoding skills to use for spelling and reading. Next, I modeled the design of a technology-enhanced learning experience by using a digital book on Reading A-Z. The book allowed students to label common parts of different plants, using context sentences, labels, and photographs to support meaning. The next day, I took the role of the facilitator and gave students a wordless, digital picture book. Students used this picture book to write their own book that reinforced vocabulary and decoding strategies from the previous lesson. For the next lesson few lessons, I facilitated the implementation of Brainpop Jr. to give students background information using pictures and videos. Students could also use special tools on the website that would allow them to draw, write, or create a skit with vocabulary words. Students also used Brainpop Jr. to Students were then able to watch the video about a plant’s life cycle. This was a great strategy to use to pre-teach science vocabulary to students. The next day, we started by going over the vocabulary words that were studied the day before. Students had the chance to create a word map (using Brainpop Jr. features). Finally, students used a digital story retelling program called Photo Story 3. Photo Story 3 allowed students to show pictures and tell or about the life cycle of a plant using the sentences they created the day before. I adjusted the process of the end product based on the student’s language proficiency level.
This field experience forced me to research strategies and methods to design an authentic learning experience for ELLs within my classroom. Creating these lessons also reinforced the importance of teaching vocabulary, building background knowledge, and adjusting content, process, and product to ensure that all students have equal access to the curriculum. To improve the process involved in creating the artifact, I would add two more students, with different language proficiency levels, to the small group. Doing so would drive me into looking for additional strategies and give me the chance to impact more students learning.
The work that went into creating this artifact would definitely impact student learning. The artifact required me to look at my students’ proficiency levels and develop goals and objectives that were differentiated based on each learner’s individual needs. As a result, I created lessons that would provide meaningful instruction to enhance students’ success. The impact of this ELL field experience or report could be assessed using a rubric, summative/formative assessment, and ACCESS scores.