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: ITEC 7430 ELL Lesson
Reflection:
The internet lesson plan and report is an artifact that I developed and implemented with one of my ESOL students who was new to the country last year. The artifact was intended to be an interesting, engaging, and authentic learning experience for the student to enjoy learning English. You will find various internet tools and authentic learning experiences within the plan.
This artifact demonstrates mastery of the above standard because I used a variety of differentiation strategies to do so. Since the student had limited English, I was able to integrate many strategies with her and target different areas in the English language. The content she was learning was adjusted as our meeting times increased and she showed growth in what was being learned. We first started with the creation of a pictionary where different vocabulary strategies were formed. This activity was later adapted by implementing an online tool that helped my student transfer the words into a digital resource. The next activity involved the creation of sentence strips that helped my student understand the order of words and how to speak in basic simple sentences. The usage of other online tools was used to help the student practice academic vocabulary and simple sentences. The entire lesson was differentiated to meet her individual needs and help her practice as much English as possible.
Interest was also a focal point of the lesson and is what guided each meeting time with the student. I implemented personal interests my student had into the reading sessions I had with my student. This helped her enjoy what we did to practice her reading and pronunciation of words. Online tools were used in these sessions as well. She was able to listen to online books via different reading apps and Get Epic! We also used the online program Lexia and Duolingo to support her reading and vocabulary.
I learned that planned differentiated instruction is critical in a technology enhanced lesson. Not only must teachers ensure students understand the content, but students must also understand how to use the internet tools. I found it that although my student had limited English, she was able to enjoy and practice her English with the help of the online tools used. If I were to complete this lesson again, I would find tools were my student can create her own vocabulary cards and offer opportunities were she records herself in order to listen to her own reading in a different way.
This project impacted student learning by providing my student with interesting learning experiences. I based the lesson not only on her English abilities, but also her personal interests, which helped the reading sessions be more enjoyable for her. Understanding the importance of differentiation will enhance teaching and learning. The impact can be assessed through observations of teacher lessons and report of them.
Reflection:
The internet lesson plan and report is an artifact that I developed and implemented with one of my ESOL students who was new to the country last year. The artifact was intended to be an interesting, engaging, and authentic learning experience for the student to enjoy learning English. You will find various internet tools and authentic learning experiences within the plan.
This artifact demonstrates mastery of the above standard because I used a variety of differentiation strategies to do so. Since the student had limited English, I was able to integrate many strategies with her and target different areas in the English language. The content she was learning was adjusted as our meeting times increased and she showed growth in what was being learned. We first started with the creation of a pictionary where different vocabulary strategies were formed. This activity was later adapted by implementing an online tool that helped my student transfer the words into a digital resource. The next activity involved the creation of sentence strips that helped my student understand the order of words and how to speak in basic simple sentences. The usage of other online tools was used to help the student practice academic vocabulary and simple sentences. The entire lesson was differentiated to meet her individual needs and help her practice as much English as possible.
Interest was also a focal point of the lesson and is what guided each meeting time with the student. I implemented personal interests my student had into the reading sessions I had with my student. This helped her enjoy what we did to practice her reading and pronunciation of words. Online tools were used in these sessions as well. She was able to listen to online books via different reading apps and Get Epic! We also used the online program Lexia and Duolingo to support her reading and vocabulary.
I learned that planned differentiated instruction is critical in a technology enhanced lesson. Not only must teachers ensure students understand the content, but students must also understand how to use the internet tools. I found it that although my student had limited English, she was able to enjoy and practice her English with the help of the online tools used. If I were to complete this lesson again, I would find tools were my student can create her own vocabulary cards and offer opportunities were she records herself in order to listen to her own reading in a different way.
This project impacted student learning by providing my student with interesting learning experiences. I based the lesson not only on her English abilities, but also her personal interests, which helped the reading sessions be more enjoyable for her. Understanding the importance of differentiation will enhance teaching and learning. The impact can be assessed through observations of teacher lessons and report of them.