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: ITEC 7430 ELL Lesson
Reflection:
To demonstrate differentiation, I selected the English Language Learning (ELL) Lesson that I created in ITEC 7430. During 2015 and 2016, I was selected to aid a new student in learning English. He came to our school with basically no knowledge of English; however, he was very intelligent. I developed various mini lessons and activities to assist this student in the ELL process. The overall goal was for this student to be able to sit in his classes and be able to understand basic commands, classroom directions and curriculum. I first researched ESOL standards and descriptors to aid in identifying his level of need. I also used the WIDA site’s assessments to gauge and identify a starting point and analysis of learning characteristics.
After I identified a starting point/baseline, I designed and implemented a curriculum to aid in achieving the overall goal of this student being able to participate and perform in class. Through the mini lessons, I was able to incorporate various strategies to implement authentic learning experiences. The setting was very informal, however routine. We started with basic conversation questions – “How is your day/How are you doing?” I modeled pronunciation, body language and different ways to answer these questions. Then we reviewed concepts from the previous lesson. I introduced a new concept to help him with his classes (I got regular feedback from his teachers) and also tried to work with him to discover his interests and hobbies. I was able to get him an iPad eventually and that greatly improved his immediate understanding in class. I know that this was temporary understanding most of the time, but by using this technology, it allowed for a less stressful learning environment and him to understand what was happening at the moment.
I learned the importance of the learning environment and process. By being able to work with this student one on one, we were able to focus on his individual needs and adjust the content and process as needed specifically for him.
I also would have not assumed that this student was just shy. At first I thought that his personality was interfering with his ability to speak English in a social setting. Although this was one reason that he was not able to communicate effectively, it was not the main reason. He really did not have very much knowledge or practice of English to effectively communicate. He did however, have prior academic knowledge of his classes, and because of this “skated by” by people assuming he was just shy. I would have also encouraged him to have more friends (had other students talk to him more) from the beginning. I believe that this would have helped him practice social interaction and vocabulary more.
This experience greatly impacted the learning of the ELL student. When the student first arrived, he knew little to no English and was very shy (and probably overwhelmed). As the year progressed, he not only gained content knowledge, but also confidence. The progress can be assessed by having a general conversation with the student to check for depth of understanding and by comparing his beginning learner characteristics and knowledge from the pretest with that of following measures and eventually an end of the year assessment. His grades in his classes have also improved because of his improvement of comprehension of English.
To demonstrate differentiation, I selected the English Language Learning (ELL) Lesson that I created in ITEC 7430. During 2015 and 2016, I was selected to aid a new student in learning English. He came to our school with basically no knowledge of English; however, he was very intelligent. I developed various mini lessons and activities to assist this student in the ELL process. The overall goal was for this student to be able to sit in his classes and be able to understand basic commands, classroom directions and curriculum. I first researched ESOL standards and descriptors to aid in identifying his level of need. I also used the WIDA site’s assessments to gauge and identify a starting point and analysis of learning characteristics.
After I identified a starting point/baseline, I designed and implemented a curriculum to aid in achieving the overall goal of this student being able to participate and perform in class. Through the mini lessons, I was able to incorporate various strategies to implement authentic learning experiences. The setting was very informal, however routine. We started with basic conversation questions – “How is your day/How are you doing?” I modeled pronunciation, body language and different ways to answer these questions. Then we reviewed concepts from the previous lesson. I introduced a new concept to help him with his classes (I got regular feedback from his teachers) and also tried to work with him to discover his interests and hobbies. I was able to get him an iPad eventually and that greatly improved his immediate understanding in class. I know that this was temporary understanding most of the time, but by using this technology, it allowed for a less stressful learning environment and him to understand what was happening at the moment.
I learned the importance of the learning environment and process. By being able to work with this student one on one, we were able to focus on his individual needs and adjust the content and process as needed specifically for him.
I also would have not assumed that this student was just shy. At first I thought that his personality was interfering with his ability to speak English in a social setting. Although this was one reason that he was not able to communicate effectively, it was not the main reason. He really did not have very much knowledge or practice of English to effectively communicate. He did however, have prior academic knowledge of his classes, and because of this “skated by” by people assuming he was just shy. I would have also encouraged him to have more friends (had other students talk to him more) from the beginning. I believe that this would have helped him practice social interaction and vocabulary more.
This experience greatly impacted the learning of the ELL student. When the student first arrived, he knew little to no English and was very shy (and probably overwhelmed). As the year progressed, he not only gained content knowledge, but also confidence. The progress can be assessed by having a general conversation with the student to check for depth of understanding and by comparing his beginning learner characteristics and knowledge from the pretest with that of following measures and eventually an end of the year assessment. His grades in his classes have also improved because of his improvement of comprehension of English.