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
Reflection
The ELL Lesson Plan was an individual report of a field experience that took place at Brumby Elementary school with two fourth grade English language learners. I worked with the students for thirty minutes, twice a week, for five consecutive weeks. The lesson plan asked students to create a “Steps in a Process” narrative based upon our ceramic projects, and to identify the elements and principles that were used in creating a three-dimensional sculpture. Fourth grade art content standards were addressed, and the narrative was further developed through a screencast that served as a model to other ELL students in understanding art vocabulary and concepts. The lessons were student-centered, standards-based, activated prior knowledge, used a bilingual model, and included teacher and peer modeling. Assessment occurred through observation and use of a rubric to evaluate the screencast, as well as self- and peer-evaluation.
This artifact explains how I modeled and facilitated the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment, through the design of a lesson involving technology to support ELL students. I was able to model the steps of the process narrative based upon a ceramics project we had previously completed. This required activating prior knowledge, as students understood the steps through demonstration although the vocabulary was unfamiliar. Adjustment of content was facilitated by providing terms and concepts in both English and Spanish, and the process was adjusted so that students could make connections between subject areas and both languages through creation of the narrative. I facilitated a bilingual mode of instruction in adjusting the learning environment in that through the development and implementation of the screencast, these students were not only learners but also teachers.
This artifact also demonstrates my ability to differentiate based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. The project was student-centered in that the two students desired to work together and that the acquired skills would be beneficial to academic knowledge and technology skills. Both students had interest in art and technology, and personal goals of using their understanding of the concepts in their native language as a point from which to grow artistically and academically. Student readiness levels were analyzed prior to designing and beginning the project, specific to Print Concepts, Word Recognition, Reading Comprehension, Cloze Passage Comprehension, and Oral Vocabulary. Students were encouraged to use peer evaluation to support each other’s needs and goals, and through knowledge of their specific learner characteristics, I was able to differentiate in modeling and facilitating the narrative and screencast.
From completing this artifact, I learned how to support ELL students in the art room through use of technology. Prior to this experience, I truly was at a loss as to how to help students of other languages understand art vocabulary and processes, aside from physical demonstration and oral repetition of terms and concepts. Accessing, interpreting, and using students’ language and print data gave me insight as to where students were coming from and how I could help them move forward. I also learned how to model and facilitate technology use with speakers of other languages to create the narrative and screencast using both English and Spanish vocabulary. One aspect that I would change about the process is creation of the narrative and then the screencast. It would be beneficial to the students to have practice with the screencast along the way of working on the narrative, so that the vocabulary stayed familiar and that they could practice short screencasts before creating a lengthy presentation.
This artifact impacted school improvement in that the narrative and screencast can be shared with ELL students across grade levels when working with ceramic terms and concepts. Student learning was enhanced through technology as they were able to use their narrative to create slides as part of the screencast, identifying terms in Spanish as well as English. This impact can be assessed formatively by observation of student learning and understanding of vocabulary in describing the steps to a process. Summative assessment occurred by use of a rubric to evaluate the screencast, and evaluation of this rubric can further show student learning and school impact.
The ELL Lesson Plan was an individual report of a field experience that took place at Brumby Elementary school with two fourth grade English language learners. I worked with the students for thirty minutes, twice a week, for five consecutive weeks. The lesson plan asked students to create a “Steps in a Process” narrative based upon our ceramic projects, and to identify the elements and principles that were used in creating a three-dimensional sculpture. Fourth grade art content standards were addressed, and the narrative was further developed through a screencast that served as a model to other ELL students in understanding art vocabulary and concepts. The lessons were student-centered, standards-based, activated prior knowledge, used a bilingual model, and included teacher and peer modeling. Assessment occurred through observation and use of a rubric to evaluate the screencast, as well as self- and peer-evaluation.
This artifact explains how I modeled and facilitated the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, including adjusting content, process, product, or learning environment, through the design of a lesson involving technology to support ELL students. I was able to model the steps of the process narrative based upon a ceramics project we had previously completed. This required activating prior knowledge, as students understood the steps through demonstration although the vocabulary was unfamiliar. Adjustment of content was facilitated by providing terms and concepts in both English and Spanish, and the process was adjusted so that students could make connections between subject areas and both languages through creation of the narrative. I facilitated a bilingual mode of instruction in adjusting the learning environment in that through the development and implementation of the screencast, these students were not only learners but also teachers.
This artifact also demonstrates my ability to differentiate based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. The project was student-centered in that the two students desired to work together and that the acquired skills would be beneficial to academic knowledge and technology skills. Both students had interest in art and technology, and personal goals of using their understanding of the concepts in their native language as a point from which to grow artistically and academically. Student readiness levels were analyzed prior to designing and beginning the project, specific to Print Concepts, Word Recognition, Reading Comprehension, Cloze Passage Comprehension, and Oral Vocabulary. Students were encouraged to use peer evaluation to support each other’s needs and goals, and through knowledge of their specific learner characteristics, I was able to differentiate in modeling and facilitating the narrative and screencast.
From completing this artifact, I learned how to support ELL students in the art room through use of technology. Prior to this experience, I truly was at a loss as to how to help students of other languages understand art vocabulary and processes, aside from physical demonstration and oral repetition of terms and concepts. Accessing, interpreting, and using students’ language and print data gave me insight as to where students were coming from and how I could help them move forward. I also learned how to model and facilitate technology use with speakers of other languages to create the narrative and screencast using both English and Spanish vocabulary. One aspect that I would change about the process is creation of the narrative and then the screencast. It would be beneficial to the students to have practice with the screencast along the way of working on the narrative, so that the vocabulary stayed familiar and that they could practice short screencasts before creating a lengthy presentation.
This artifact impacted school improvement in that the narrative and screencast can be shared with ELL students across grade levels when working with ceramic terms and concepts. Student learning was enhanced through technology as they were able to use their narrative to create slides as part of the screencast, identifying terms in Spanish as well as English. This impact can be assessed formatively by observation of student learning and understanding of vocabulary in describing the steps to a process. Summative assessment occurred by use of a rubric to evaluate the screencast, and evaluation of this rubric can further show student learning and school impact.