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: English language learners report
Reflection:
I worked with a fifth-grade student who was trying to improve her grades in the area of science and social studies. This was an interesting assignment because our school has very little English Language Learners (ELL) students. I had one student in my cluster that I was able to work with. Her parents are from Puerto Rico. Her mother speaks limited English but understands more than she can speak. Her father speaks English pretty fluently. She would be considered a stage 5 advanced language proficiency. She is able to communicate with peers with little to no assistance. She is very confident in herself when it comes to education. She becomes frustrated with herself when she does not understand a certain topic. Science and social students are difficult subjects for her because of the language and content. She does not speak up in class much. Her fear is not knowing what to say, but whether or not she is correct. She does not like to be wrong. The decision to differentiate her instruction paid off in her future academics in the areas of science and social studies.
When designing this artifact, I had the opportunity to model the use of several different web 2.0 tools with my student. We focused on WWI, the Great Depression, and WWII. During these sessions, my focus was on her vocabulary knowledge. I focused on the IRIS Center’s information about acquiring new vocabulary. The implementation of these tools required me to differentiate for my student after analyzing her learning characteristics based on her ACCESS scores. I differentiated the learning environment by working with this student one on one at the back table of my classroom and facilitated the lesson. I had to adjust the content and products for them by giving her different vocabulary words and by reducing the number of terms for which they created their flashcards within Quizlet.
This artifact was meaningful in several ways. Not only did I get a chance to better instruct a student who needed assistance, but she ended up becoming a master at Quizlet and was able to assist others when using the web 2.0 tool. One thing I would have done differently would have been to complete this task with more students from other grade levels. I could have invited some fourth and third graders to join her and to hopefully benefit the other students.
This artifact impacted student learning by providing an ELL student with extra support and assistance in academic areas. She was able to utilize web 2.0 tools on her own to enhance her understanding of the topics we were discussing in class. The impact can be assessed by her formative and summative test scores, as well as her ACCESS testing scores.
I worked with a fifth-grade student who was trying to improve her grades in the area of science and social studies. This was an interesting assignment because our school has very little English Language Learners (ELL) students. I had one student in my cluster that I was able to work with. Her parents are from Puerto Rico. Her mother speaks limited English but understands more than she can speak. Her father speaks English pretty fluently. She would be considered a stage 5 advanced language proficiency. She is able to communicate with peers with little to no assistance. She is very confident in herself when it comes to education. She becomes frustrated with herself when she does not understand a certain topic. Science and social students are difficult subjects for her because of the language and content. She does not speak up in class much. Her fear is not knowing what to say, but whether or not she is correct. She does not like to be wrong. The decision to differentiate her instruction paid off in her future academics in the areas of science and social studies.
When designing this artifact, I had the opportunity to model the use of several different web 2.0 tools with my student. We focused on WWI, the Great Depression, and WWII. During these sessions, my focus was on her vocabulary knowledge. I focused on the IRIS Center’s information about acquiring new vocabulary. The implementation of these tools required me to differentiate for my student after analyzing her learning characteristics based on her ACCESS scores. I differentiated the learning environment by working with this student one on one at the back table of my classroom and facilitated the lesson. I had to adjust the content and products for them by giving her different vocabulary words and by reducing the number of terms for which they created their flashcards within Quizlet.
This artifact was meaningful in several ways. Not only did I get a chance to better instruct a student who needed assistance, but she ended up becoming a master at Quizlet and was able to assist others when using the web 2.0 tool. One thing I would have done differently would have been to complete this task with more students from other grade levels. I could have invited some fourth and third graders to join her and to hopefully benefit the other students.
This artifact impacted student learning by providing an ELL student with extra support and assistance in academic areas. She was able to utilize web 2.0 tools on her own to enhance her understanding of the topics we were discussing in class. The impact can be assessed by her formative and summative test scores, as well as her ACCESS testing scores.