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 Project Report/ ELL Log
Reflection:
In the course, ITEC7430, Internet Tools in the Classroom, I completed the English Language Learners (ELL) Module. Within this particular module, I completed the IRIS module, completed initial responses to pertinent questions and responded to the questions after the module was complete working with an ELL student at my school. The hours for this module are logged within the ELL Field Experience Log and the Project Report. During this field experience, I worked with a first grade student on mastering the concept of solving word problems and the importance of visualization/understanding while solving them. We worked on the following skills: using addition and subtraction within 20 to solve word problems involving situations of “putting together and “taking apart”; connecting key math vocabulary terms for addition and subtraction words with meaning by using nonverbal clues and nonlinguistic representation of ideas, including modeling.
Through completing the Module and the Field Experience, I was able to successfully differentiate learning for students of varying needs. Being that every student that I encounter possesses individual needs, I consistently adapt lessons to ensure student learning. I select, organize, and identify standards in each lesson that I teach to my students ahead of time to ensure optimum instruction. Instruction is differentiated, as students learn based on their capabilities. I ensure that I model and facilitate the design and implementation of learning experiences by adjusting the content, process, product, and learning environment for higher level learners, lower level learners, as well students with disabilities (SWD). However, this opportunity gave me the option to truly work with and understand the learning process of an ELL student. As I assessed the student to determine strengths and weaknesses, I formulated a good understanding of the student’s needs. I also met with the student’s family to gain a better understanding of the student’s home life and educational background. Combined, I was able to determine learner characteristics, including readiness levels, interests, and personal goal. This planning allowed me to conclude that I would need to properly adjust content, the process, the product and learning environment to help my ELL student become successful.
The field experience had me meeting with the student outside of classroom instruction hours for 30 minutes, once per week. We met in the classroom when no other students were present. This adaption of the learning environment helped the student maintain focus on the content. I concluded that I could use the similar content that the rest of the class was using, but slight adaptations were needed to accommodate his learning needs. This resulted in breaking the work into manageable chunks, providing opportunities to visually work out math problems, and discussing ample background information.
Technology enhanced the learning experience, for, as a result of this field experiment, I gained knowledge working with English Language Learners and learned effective strategies to strengthen their academic progress. I learned that technology is important because the iPad was used as a learning tool during this field experience. Technology provided stimulation and aided in the visualization process. The student and I looked up applicable translation from English to Spanish and vice versa. Having this dual-language connection helped close the bridge between what the student needed to know and what he already knew. It also helped to provide visual representation of objects for him to manipulate word problems more clearly. It promoted critical thinking, and there was no barrier of language while learning.
The module was useful in learning about English Language Learners. It taught me that English language learners need at least five years within optimal learning conditions to achieve success in English-only classrooms with minimal support. Being that students come to my classroom when they are 6 years old, I am aware that they are not necessarily going to be proficient in the language if they just began learning it. It taught me that there are various forms of English learning programs and that no matter the particular program, the purpose is to have some sort of ESL instruction. As a result of this field experiment, I gained knowledge for working with English Language Learners and learned effective strategies to strengthen their academic progress. The main downfall of the experience was that it was not necessarily realistic. It is not possible to work one on one with students in my class all the time, largely due to time restraints. If I were to repeat the experience, I would work with a small group of ELL students. This will allow me to apply the skills gleaned about differentiation and working with ELL students and apply it to small groups of students within a general education classroom.
This field experience directly impacted student learning because of the fact that I directly worked with a student. From the ELL module in this course, I learned that teachers should give language learners many opportunities to read and write in meaningful contexts, in their first and second languages. I also learned that teachers should draw on effective strategies for increasing literacy skills, and integrate technology to support writing instruction and motivate students to use written language to communicate. Since students to develop literacy skills in their native language, transferring these skills to learning English is the next effective step. Finally, I learned that teachers should work from student strengths by building on what students already know. The experience helped me see this, use it with a specific student, and I can now use this knowledge the future. It can therefore be expected that other students will learn from my experience because of the new knowledge gained.
In the course, ITEC7430, Internet Tools in the Classroom, I completed the English Language Learners (ELL) Module. Within this particular module, I completed the IRIS module, completed initial responses to pertinent questions and responded to the questions after the module was complete working with an ELL student at my school. The hours for this module are logged within the ELL Field Experience Log and the Project Report. During this field experience, I worked with a first grade student on mastering the concept of solving word problems and the importance of visualization/understanding while solving them. We worked on the following skills: using addition and subtraction within 20 to solve word problems involving situations of “putting together and “taking apart”; connecting key math vocabulary terms for addition and subtraction words with meaning by using nonverbal clues and nonlinguistic representation of ideas, including modeling.
Through completing the Module and the Field Experience, I was able to successfully differentiate learning for students of varying needs. Being that every student that I encounter possesses individual needs, I consistently adapt lessons to ensure student learning. I select, organize, and identify standards in each lesson that I teach to my students ahead of time to ensure optimum instruction. Instruction is differentiated, as students learn based on their capabilities. I ensure that I model and facilitate the design and implementation of learning experiences by adjusting the content, process, product, and learning environment for higher level learners, lower level learners, as well students with disabilities (SWD). However, this opportunity gave me the option to truly work with and understand the learning process of an ELL student. As I assessed the student to determine strengths and weaknesses, I formulated a good understanding of the student’s needs. I also met with the student’s family to gain a better understanding of the student’s home life and educational background. Combined, I was able to determine learner characteristics, including readiness levels, interests, and personal goal. This planning allowed me to conclude that I would need to properly adjust content, the process, the product and learning environment to help my ELL student become successful.
The field experience had me meeting with the student outside of classroom instruction hours for 30 minutes, once per week. We met in the classroom when no other students were present. This adaption of the learning environment helped the student maintain focus on the content. I concluded that I could use the similar content that the rest of the class was using, but slight adaptations were needed to accommodate his learning needs. This resulted in breaking the work into manageable chunks, providing opportunities to visually work out math problems, and discussing ample background information.
Technology enhanced the learning experience, for, as a result of this field experiment, I gained knowledge working with English Language Learners and learned effective strategies to strengthen their academic progress. I learned that technology is important because the iPad was used as a learning tool during this field experience. Technology provided stimulation and aided in the visualization process. The student and I looked up applicable translation from English to Spanish and vice versa. Having this dual-language connection helped close the bridge between what the student needed to know and what he already knew. It also helped to provide visual representation of objects for him to manipulate word problems more clearly. It promoted critical thinking, and there was no barrier of language while learning.
The module was useful in learning about English Language Learners. It taught me that English language learners need at least five years within optimal learning conditions to achieve success in English-only classrooms with minimal support. Being that students come to my classroom when they are 6 years old, I am aware that they are not necessarily going to be proficient in the language if they just began learning it. It taught me that there are various forms of English learning programs and that no matter the particular program, the purpose is to have some sort of ESL instruction. As a result of this field experiment, I gained knowledge for working with English Language Learners and learned effective strategies to strengthen their academic progress. The main downfall of the experience was that it was not necessarily realistic. It is not possible to work one on one with students in my class all the time, largely due to time restraints. If I were to repeat the experience, I would work with a small group of ELL students. This will allow me to apply the skills gleaned about differentiation and working with ELL students and apply it to small groups of students within a general education classroom.
This field experience directly impacted student learning because of the fact that I directly worked with a student. From the ELL module in this course, I learned that teachers should give language learners many opportunities to read and write in meaningful contexts, in their first and second languages. I also learned that teachers should draw on effective strategies for increasing literacy skills, and integrate technology to support writing instruction and motivate students to use written language to communicate. Since students to develop literacy skills in their native language, transferring these skills to learning English is the next effective step. Finally, I learned that teachers should work from student strengths by building on what students already know. The experience helped me see this, use it with a specific student, and I can now use this knowledge the future. It can therefore be expected that other students will learn from my experience because of the new knowledge gained.