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 Plan
Reflection
For this artifact completion, I worked closely with a classroom teacher in order to differentiate a lesson specifically for an English Language Learner (ELL). I worked with this student in his Advanced Algebra course. The student is originally from Mexican and has moved several times in the past couple of years, including transferring in to my school from another district. With the classroom teacher, we were able to determine the students' strengths and weaknesses in both mathematics and his English language ability.
Technology provided a means to give the student a physical (although virtual) representation of abstract mathematics content. With limited English proficiency, the visual provided a useful tool in allowing the student to access the mathematics. Additionally, the student was able to use resources online to help him practice his mathematics and work more at his own pace.
Our school system does not have a large ELL population, so this was some of my first experiences with dealing with a student with limited English proficiency during my teaching career. This fieldwork gave me a useful experience with an ELL learner. Additionally, I was able to use technology to further the teaching and learning with this student. In this field experience, I was able to work with an ELL student in order to help him be successful in his math course. In our school, we do not have a regularly staffed ESOL teacher, so this is often left to the individual classroom teacher. If I could do this assignment again, I would hope to be able to collaborate with an ELL teacher or a teacher with an ELL experience in order to seek their input and guidance instead of simply working off of theory from my readings.
This fieldwork allowed the classroom teacher and I work on strategies to help this student, helping me to grow as a technology coach. Additionally, some of the strategies were implemented with the whole class, helping improve their own instruction and mastery. Recently, I moved to a new school and district with a much larger ELL population. I am looking forward to using some of the strategies I have learned with my new students.
For this artifact completion, I worked closely with a classroom teacher in order to differentiate a lesson specifically for an English Language Learner (ELL). I worked with this student in his Advanced Algebra course. The student is originally from Mexican and has moved several times in the past couple of years, including transferring in to my school from another district. With the classroom teacher, we were able to determine the students' strengths and weaknesses in both mathematics and his English language ability.
Technology provided a means to give the student a physical (although virtual) representation of abstract mathematics content. With limited English proficiency, the visual provided a useful tool in allowing the student to access the mathematics. Additionally, the student was able to use resources online to help him practice his mathematics and work more at his own pace.
Our school system does not have a large ELL population, so this was some of my first experiences with dealing with a student with limited English proficiency during my teaching career. This fieldwork gave me a useful experience with an ELL learner. Additionally, I was able to use technology to further the teaching and learning with this student. In this field experience, I was able to work with an ELL student in order to help him be successful in his math course. In our school, we do not have a regularly staffed ESOL teacher, so this is often left to the individual classroom teacher. If I could do this assignment again, I would hope to be able to collaborate with an ELL teacher or a teacher with an ELL experience in order to seek their input and guidance instead of simply working off of theory from my readings.
This fieldwork allowed the classroom teacher and I work on strategies to help this student, helping me to grow as a technology coach. Additionally, some of the strategies were implemented with the whole class, helping improve their own instruction and mastery. Recently, I moved to a new school and district with a much larger ELL population. I am looking forward to using some of the strategies I have learned with my new students.