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 Lesson
Reflection:
This artifact is the English Language Learner (ELL) lesson and report developed in ITEC 7430. My individual contribution to this artifact was that in this lesson I modeled and facilitated the use of technology in the form of a language acquisition app to be integrated with the student’s already regular workload from other teachers. I used the app’s capabilities to design and implement a specific targeted lesson that would aid the student in the use of school-centered vocabulary focused on Math and Sciences. I focused on the instructional strategies to aid ELL students better achieve their language acquisition goals. In these lessons, I worked with a Spanish-speaking student to find strategies that will be helpful for him learning English.
This artifact demonstrates mastery of the standard because I implemented technology that enhanced the learning experience of the student that I was teaching in the way that I adjusted the content of the product (the app’s capability) to become more focused on school-targeted vocabulary. I used three of the ELL-specific strategies such as teaching vocabulary, with the vocabulary practice, the student felt more comfortable in common situations. I also provided a chance for practice of interpersonal communication and pronunciation. I also used differentiated instruction to target his specific interest and level of acquisition. I allowed time for practice, the IRIS Center research shows that providing time for the student to practice either in class or on their own is crucial for language acquisition. I measured the performance with the app assessments. The app Busuu has its own form of assessments to include pictures and videos, which were very helpful because the student learner characteristic was that of a visual learner. We used those formats embedded into the app, and also face to face assessment to ensure success. In the future, I plan to change the way I reported to the teachers, the apps have capabilities to add more than one reporter so that other teachers can monitor the process as well.
I learned from creating this artifact that it is important to have a variety of technology along with classroom instruction because the student could use this device any time before, during and after school. What I would do differently is to share the apps data with all of the student’s teachers so they can also implement a technological component to the student’s learning.
The work that went into creating this artifact impacted school improvement because after working with this student, I collaborated with the Media Center Specialist into having a curated menu of technology apps available in our Learning Management System (LMS) and into Clever, to improve the use of technology in other classrooms as well. This impact will be measure by the data collected by the LMS and Clever.
Reflection:
This artifact is the English Language Learner (ELL) lesson and report developed in ITEC 7430. My individual contribution to this artifact was that in this lesson I modeled and facilitated the use of technology in the form of a language acquisition app to be integrated with the student’s already regular workload from other teachers. I used the app’s capabilities to design and implement a specific targeted lesson that would aid the student in the use of school-centered vocabulary focused on Math and Sciences. I focused on the instructional strategies to aid ELL students better achieve their language acquisition goals. In these lessons, I worked with a Spanish-speaking student to find strategies that will be helpful for him learning English.
This artifact demonstrates mastery of the standard because I implemented technology that enhanced the learning experience of the student that I was teaching in the way that I adjusted the content of the product (the app’s capability) to become more focused on school-targeted vocabulary. I used three of the ELL-specific strategies such as teaching vocabulary, with the vocabulary practice, the student felt more comfortable in common situations. I also provided a chance for practice of interpersonal communication and pronunciation. I also used differentiated instruction to target his specific interest and level of acquisition. I allowed time for practice, the IRIS Center research shows that providing time for the student to practice either in class or on their own is crucial for language acquisition. I measured the performance with the app assessments. The app Busuu has its own form of assessments to include pictures and videos, which were very helpful because the student learner characteristic was that of a visual learner. We used those formats embedded into the app, and also face to face assessment to ensure success. In the future, I plan to change the way I reported to the teachers, the apps have capabilities to add more than one reporter so that other teachers can monitor the process as well.
I learned from creating this artifact that it is important to have a variety of technology along with classroom instruction because the student could use this device any time before, during and after school. What I would do differently is to share the apps data with all of the student’s teachers so they can also implement a technological component to the student’s learning.
The work that went into creating this artifact impacted school improvement because after working with this student, I collaborated with the Media Center Specialist into having a curated menu of technology apps available in our Learning Management System (LMS) and into Clever, to improve the use of technology in other classrooms as well. This impact will be measure by the data collected by the LMS and Clever.