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 Report
Reflection:
This artifact was created during the spring of 2014 for ITEC 7430, Internet Tools in the Classroom. I worked closely with an English Language Learner, or ELL, student in order to best help her grow based on her learner characteristics. I have taught several ELL students previously, but my instruction of those students was very hands-off and passive compared to the interaction I undertook with Sofia. Because my school is a private international school in Costa Rica, there is an annual fee for enrollment. Many Costa Rican families are unable to pay this fee and are unable to send their children to our school. In an effort to reach out to the community, the owners of the school select a few students each year for scholarship and attendance for the entirety of their high school years. The amount of money the school awards these students each is often more than their families make in a year. Sofia is one of these scholarship students. And, when she was awarded a scholarship, she had a very basic-level of English.
Standard 2.5 states that 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. My work with Sofia, and subsequent ELL report demonstrates my ability to model and facilitate a differentiated assignment with Sofia’s learning characteristics at the center. I first took inventory of Sofia’s learner profile, in order to have a clear understanding and groundwork for her learner characteristics. I measured her readiness, interest, and personal goals, and she proved to be more than willing as she felt quite a deal of pressure from her family to succeed in a new learning environment.
After establishing Sofia’s learning characteristics, I designed and implemented a technology-enhanced learning experience that targeted her individual needs. Before making any decisions regarding the best method for helping Sofia, I researched a myriad of online tools that could help address her individual learning needs. After finding what I believed to be the right tool, the CREATE website (Center for Research on Educational Achievement and Teaching English language learners), I designed a series of sessions in which I could work with Sofia one-on-one.
Each session with Sofia was different depending on her needs as a learner. The content was determined using CREATE and Sofia’s input; the process by which we studied together was determined by Sofia based on a series of options I gave her; The product was simply conversational and did not have much flexibility, and the learning environment was one-on-one to best benefit the student. With Sofia I was able to model and facilitate the use of technology to work through difficult phrases and sayings in the English language, and I was able to model and facilitate her learning based on her individual needs.
The first part of the ELL artifact is a clear representation of my growth. It is my initial thoughts regarding ELL students and then a reflection after learning and working with ELL students more carefully, it represents the beginning and end of my experience in this course of study, although it doesn’t mark the end of my learning, which I believe and hope will never stop. The second half is the report I submitted regarding my work with Sofia, which was invaluable to both of us. However, when I look back on this experience, I do wish that I had more time and attention to give to Sofia. In the same breath, if I could do this work again, knowing what I know now, I would certainly expand my work with Sofia to other students who would benefit from one-to-one intensive English help.
Overall, the learning that this unit of study, and subsequent artifact, afforded me is essential to being an effective educator. The meeting of both technology and individual student needs is crucial. And the power that technology affords educators to meet students at their individual level, and then differentiate based on their individual needs and interests is crucial. The efficacy of this partnership is most potent, and learning these benefits was a first step for me in becoming a better educator.
Reflection:
This artifact was created during the spring of 2014 for ITEC 7430, Internet Tools in the Classroom. I worked closely with an English Language Learner, or ELL, student in order to best help her grow based on her learner characteristics. I have taught several ELL students previously, but my instruction of those students was very hands-off and passive compared to the interaction I undertook with Sofia. Because my school is a private international school in Costa Rica, there is an annual fee for enrollment. Many Costa Rican families are unable to pay this fee and are unable to send their children to our school. In an effort to reach out to the community, the owners of the school select a few students each year for scholarship and attendance for the entirety of their high school years. The amount of money the school awards these students each is often more than their families make in a year. Sofia is one of these scholarship students. And, when she was awarded a scholarship, she had a very basic-level of English.
Standard 2.5 states that 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. My work with Sofia, and subsequent ELL report demonstrates my ability to model and facilitate a differentiated assignment with Sofia’s learning characteristics at the center. I first took inventory of Sofia’s learner profile, in order to have a clear understanding and groundwork for her learner characteristics. I measured her readiness, interest, and personal goals, and she proved to be more than willing as she felt quite a deal of pressure from her family to succeed in a new learning environment.
After establishing Sofia’s learning characteristics, I designed and implemented a technology-enhanced learning experience that targeted her individual needs. Before making any decisions regarding the best method for helping Sofia, I researched a myriad of online tools that could help address her individual learning needs. After finding what I believed to be the right tool, the CREATE website (Center for Research on Educational Achievement and Teaching English language learners), I designed a series of sessions in which I could work with Sofia one-on-one.
Each session with Sofia was different depending on her needs as a learner. The content was determined using CREATE and Sofia’s input; the process by which we studied together was determined by Sofia based on a series of options I gave her; The product was simply conversational and did not have much flexibility, and the learning environment was one-on-one to best benefit the student. With Sofia I was able to model and facilitate the use of technology to work through difficult phrases and sayings in the English language, and I was able to model and facilitate her learning based on her individual needs.
The first part of the ELL artifact is a clear representation of my growth. It is my initial thoughts regarding ELL students and then a reflection after learning and working with ELL students more carefully, it represents the beginning and end of my experience in this course of study, although it doesn’t mark the end of my learning, which I believe and hope will never stop. The second half is the report I submitted regarding my work with Sofia, which was invaluable to both of us. However, when I look back on this experience, I do wish that I had more time and attention to give to Sofia. In the same breath, if I could do this work again, knowing what I know now, I would certainly expand my work with Sofia to other students who would benefit from one-to-one intensive English help.
Overall, the learning that this unit of study, and subsequent artifact, afforded me is essential to being an effective educator. The meeting of both technology and individual student needs is crucial. And the power that technology affords educators to meet students at their individual level, and then differentiate based on their individual needs and interests is crucial. The efficacy of this partnership is most potent, and learning these benefits was a first step for me in becoming a better educator.