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:
During the ITEC 7430 class, I developed an ELL Lesson Plan for North LaFayette Elementary. I worked with a first grade student on assignments to help him prepare for the annual ACCESS test. I helped him with work on ImagineLearning application as well. I also worked with the student on a shape activity. Throughout this activity, I worked with the ESOL teacher, and she gave me specific topics that the student needed to work on. When implemented, this lesson plan could be used to help students prepare for these ESOL assessments.
Standard 2.5, Differentiation, is developed to allow the candidates to 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. Throughout this project I was able to facilitate this lesson in the ESOL environment. I was able to implement technology into this lesson for the student. I showed him how to use the program, ImagineLearning, which would assess his readiness level. His ESOL teacher was very eager to help me understand how to determine his readiness level by looking at recent scores on the ACCESS test. This program was suggested by his ESOL teacher to address his areas of weakness. He enjoys online gaming, so this was a great program to reach that interest. This program also did a good job of targeting his interests in a game-like format, and addressing his personal goals based on a pre-assessment. His ESOL teacher was able to provide me with the report from the ACCESS test, and I was able to make some personal goals to work toward with the student.
When completing this project I was able to learn more about ELL students. I was able to learn how they target these areas for students, what the ACCESS assessment is, and how that score relates to the students’ entire schedules and services for the upcoming school year. I was able to see strengths and weaknesses from this student, and learn about the things that motivate him to work harder. If I had to change something about this field experience, I would most likely have spent more time with the student working on hands-on activities. I enjoyed the technology aspect, but I think I was able to begin building a more personal relationship with the student while working independently with him.
This work improved my understanding of ELL students’ learning. If other teachers were able to complete more field experiences with ELL students then they would learn a new level of patience. Other teachers could greatly benefit from working with students that they do not normally get to work with. If teachers all tried to learn more about working with ELL students, then they would also learn more about their own students as well. The impact of this lesson can be assessed by seeing how the student performed on the ACCESS tests, or if he retained any of the information that I was able to teach him throughout my time with him.
During the ITEC 7430 class, I developed an ELL Lesson Plan for North LaFayette Elementary. I worked with a first grade student on assignments to help him prepare for the annual ACCESS test. I helped him with work on ImagineLearning application as well. I also worked with the student on a shape activity. Throughout this activity, I worked with the ESOL teacher, and she gave me specific topics that the student needed to work on. When implemented, this lesson plan could be used to help students prepare for these ESOL assessments.
Standard 2.5, Differentiation, is developed to allow the candidates to 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. Throughout this project I was able to facilitate this lesson in the ESOL environment. I was able to implement technology into this lesson for the student. I showed him how to use the program, ImagineLearning, which would assess his readiness level. His ESOL teacher was very eager to help me understand how to determine his readiness level by looking at recent scores on the ACCESS test. This program was suggested by his ESOL teacher to address his areas of weakness. He enjoys online gaming, so this was a great program to reach that interest. This program also did a good job of targeting his interests in a game-like format, and addressing his personal goals based on a pre-assessment. His ESOL teacher was able to provide me with the report from the ACCESS test, and I was able to make some personal goals to work toward with the student.
When completing this project I was able to learn more about ELL students. I was able to learn how they target these areas for students, what the ACCESS assessment is, and how that score relates to the students’ entire schedules and services for the upcoming school year. I was able to see strengths and weaknesses from this student, and learn about the things that motivate him to work harder. If I had to change something about this field experience, I would most likely have spent more time with the student working on hands-on activities. I enjoyed the technology aspect, but I think I was able to begin building a more personal relationship with the student while working independently with him.
This work improved my understanding of ELL students’ learning. If other teachers were able to complete more field experiences with ELL students then they would learn a new level of patience. Other teachers could greatly benefit from working with students that they do not normally get to work with. If teachers all tried to learn more about working with ELL students, then they would also learn more about their own students as well. The impact of this lesson can be assessed by seeing how the student performed on the ACCESS tests, or if he retained any of the information that I was able to teach him throughout my time with him.