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, ELL Initial Thoughts, and Post Field Experience Reflection
During my ITEC 7430: Internet Tools for the Classroom course my peers and I were exposed to the English Language Learners (ELL) module. The IRIS module initially started off educating us on how to work with our ELL population and the need to provide differentiated instruction for them. Differentiated instruction gives our ELL learners an opportunity to learn in our classes by giving them instruction at their level. It is also optimal for our ELL learners because it offers multiple options for taking in learning. Also, providing our learners with diversity is another great way for our students to see and be able to learn from other cultures. After completing the IRIS module, then I began documenting my work with two of my ELL students.
I began this field experience by collaborating with our ELL teacher and reviewing their World-Class Instructional Design Assessment (WIDA) scores. While going over this document I noticed that both students are doing really well in the areas of mathematics and reading. The area that is was a concern was in the area of language and communication. Both students have a firm grasp on the social language, but sometimes they struggle with the academic language. While working with my students I learned a great deal about their learner characteristics. As both students are very bright, they both have differences when it comes to acquiring the English language. Bob can be described as an introverted learner. He does not enjoy socializing or working in cooperative groups. In fact Bob does not verbally share his thoughts and ideas unless he is asked or prodded. Sue is the exact opposite of Bob. She enjoys working independently as well as in cooperative groups. She eagerly shares her thoughts and ideas freely with her classmates and teachers. She also seeks out to understand problems when she is unsure and she accepts criticism well.
Using this information I was able to design and implement three objectives that I wanted them to be able to master. I worked with these students during their advanced content reading times. In their guided reading groups I was able to model and facilitate their reading fluency, understanding characterization, story elements, and new vocabulary. Along with our guided reading groups my students were also researching a famous hero. The students will be using their graphic organizer to collect their facts to create their hero mobile to hang in our classroom along with their research report. The ELL-specific resources that I used with Bob and Sue included: small reading groups, verbal representations for new vocabulary, and graphic organizers.
After reviewing my field experience working with my two English Language Learners, I still believe in many of my initial thoughts, but there are some areas that I would add more emphasis to. When working with our ELL students, gifted students, special needs, or regular education students it still requires that we differentiate their learning, foster a welcoming environment for our families, and activate their prior knowledge. The difference between our ELL students lies in their understanding of the social and academic or cognitive language. While working with both Bob and Sue, during this ELL module, I don’t think it really occurred to me how important it was to activate their prior knowledge, encourage cooperative groups, and determine which type of language they had a firm grasp on. I didn’t realize that there were two types of language that students had to learn. Understanding the difference between the two can greatly impact teacher’s perceptions or generalizations made of students.
This field experience can have a positive impact on our ELL student learning by educating our teachers on the tools and strategies that can best help them learn. Many of the strategies and tools mentioned in our module seem like best teaching practices, but it is imperative that we not take any of this for granted. We have to remember that these students are coming to us from a variety of different backgrounds. Many are coming to us with little to no English language experience and so do many of their parents. Many of the strategies mentioned using student friendly language, word walls, incorporate small groups into your classroom, differentiate homework and assessments, and make our lessons more visual by using representations such as, pictures, graphs, and drawings. The impact can also be assessed by examining the quality of my students’ products and the objectives that were set out for them initially in this field experience.
I began this field experience by collaborating with our ELL teacher and reviewing their World-Class Instructional Design Assessment (WIDA) scores. While going over this document I noticed that both students are doing really well in the areas of mathematics and reading. The area that is was a concern was in the area of language and communication. Both students have a firm grasp on the social language, but sometimes they struggle with the academic language. While working with my students I learned a great deal about their learner characteristics. As both students are very bright, they both have differences when it comes to acquiring the English language. Bob can be described as an introverted learner. He does not enjoy socializing or working in cooperative groups. In fact Bob does not verbally share his thoughts and ideas unless he is asked or prodded. Sue is the exact opposite of Bob. She enjoys working independently as well as in cooperative groups. She eagerly shares her thoughts and ideas freely with her classmates and teachers. She also seeks out to understand problems when she is unsure and she accepts criticism well.
Using this information I was able to design and implement three objectives that I wanted them to be able to master. I worked with these students during their advanced content reading times. In their guided reading groups I was able to model and facilitate their reading fluency, understanding characterization, story elements, and new vocabulary. Along with our guided reading groups my students were also researching a famous hero. The students will be using their graphic organizer to collect their facts to create their hero mobile to hang in our classroom along with their research report. The ELL-specific resources that I used with Bob and Sue included: small reading groups, verbal representations for new vocabulary, and graphic organizers.
After reviewing my field experience working with my two English Language Learners, I still believe in many of my initial thoughts, but there are some areas that I would add more emphasis to. When working with our ELL students, gifted students, special needs, or regular education students it still requires that we differentiate their learning, foster a welcoming environment for our families, and activate their prior knowledge. The difference between our ELL students lies in their understanding of the social and academic or cognitive language. While working with both Bob and Sue, during this ELL module, I don’t think it really occurred to me how important it was to activate their prior knowledge, encourage cooperative groups, and determine which type of language they had a firm grasp on. I didn’t realize that there were two types of language that students had to learn. Understanding the difference between the two can greatly impact teacher’s perceptions or generalizations made of students.
This field experience can have a positive impact on our ELL student learning by educating our teachers on the tools and strategies that can best help them learn. Many of the strategies and tools mentioned in our module seem like best teaching practices, but it is imperative that we not take any of this for granted. We have to remember that these students are coming to us from a variety of different backgrounds. Many are coming to us with little to no English language experience and so do many of their parents. Many of the strategies mentioned using student friendly language, word walls, incorporate small groups into your classroom, differentiate homework and assessments, and make our lessons more visual by using representations such as, pictures, graphs, and drawings. The impact can also be assessed by examining the quality of my students’ products and the objectives that were set out for them initially in this field experience.