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:
sills_ell_report.pdf | |
File Size: | 615 kb |
File Type: |
Reflection:
The ELL Report artifact for standard 2.5 is an analysis of the work done with an ELL student. First, I researched techniques on how to work with a diverse student, in this case an ELL student in my class and then I was able to use the strategies to help and tutor the student to raise his grades. This artifact breaks down the objectives with the student and assesses whether the objectives were met when the research-based strategies and differentiation were used.
The ELL report demonstrates mastery of standard 2.5 about differentiation in many ways. Technology is a great way to differentiate for all students but in this case, I was able to differentiate learning using digital tools for an ELL student. This ELL Report documents the time I spent with a student who needed extra help in math. After researching information about how to differentiate learning using technology-enhanced learning experiences I was able to model and facilitate the design and implementation of a few different strategies when tutoring this student. One way that I differentiated with this student was with online manipulatives with a website called math playground. This differentiated the process of learning. This student was able to work with an iPad and have a hands-on experience without having to use actual manipulatives on his desk. This way he was able to quickly use the tool and not have to do a lot of clean up. He was also able to use this visual differentiation strategy at home to help him with homework. Another way that this ELL Report demonstrates mastery of the differentiation standard is through product. The student struggled to organize information so was able to create graphic organizers using GoogleDocs to help him and scaffold learning. He was able to use these organizers as a guide when creating his end product when many other students did not need an organizer. The last way that I used digital tools to differentiate was using flipped classroom model for this student. I was able to take the content and differentiate it using videos and post them on the learning management system under his account. He was able to access them at home to help him get ready for the next day so he would have some background knowledge. This would also help him when doing homework to refresh his memory on the topic. This ELL Report also shows an analysis of the students where I using his learner characteristics to come up with the best ways to fit his needs. He struggled when it came to understanding word problems and all of the strategies like visuals, organizers, and background knowledge were all ways to help him really understand the information.
This artifact taught me that there are so many digital tools that you can use to differentiate. Even though I only used a few with this student because they fit his needs, I was able to research so many more. Over the school year I was then able to use the other digital tools to differentiate in my lessons as well as in groups and individually. Students are benefitting from the knowledge I now have of differentiation tools. After doing this assignment I was able to help a teacher that had a class of ELL students create graphic organizers for the students to organize their information using GoogleDocs. She stated that it was so helpful and was a great tool to use in her classroom. One thing I would do differently for this artifact would be to try other differentiation tools with this student. Since he struggled with reading there were many read aloud tools that I learned about that I feel would be beneficial for him to use. I would have also used more online communication so that he could practice discussions with classmates so he would be more familiar and get practice with using math terms for communications.
The work that went into the ELL Report impacted student learning because this student got differentiated and scaffolded learning that really helped him on common assessments as well as the Georgia Milestones Test. These strategies also helped other students in my class in the same way. The impact can be assessed by his test scores as well as his improvement in his math grade compared to before when he was not getting differentiated help from digital tools.
The ELL Report artifact for standard 2.5 is an analysis of the work done with an ELL student. First, I researched techniques on how to work with a diverse student, in this case an ELL student in my class and then I was able to use the strategies to help and tutor the student to raise his grades. This artifact breaks down the objectives with the student and assesses whether the objectives were met when the research-based strategies and differentiation were used.
The ELL report demonstrates mastery of standard 2.5 about differentiation in many ways. Technology is a great way to differentiate for all students but in this case, I was able to differentiate learning using digital tools for an ELL student. This ELL Report documents the time I spent with a student who needed extra help in math. After researching information about how to differentiate learning using technology-enhanced learning experiences I was able to model and facilitate the design and implementation of a few different strategies when tutoring this student. One way that I differentiated with this student was with online manipulatives with a website called math playground. This differentiated the process of learning. This student was able to work with an iPad and have a hands-on experience without having to use actual manipulatives on his desk. This way he was able to quickly use the tool and not have to do a lot of clean up. He was also able to use this visual differentiation strategy at home to help him with homework. Another way that this ELL Report demonstrates mastery of the differentiation standard is through product. The student struggled to organize information so was able to create graphic organizers using GoogleDocs to help him and scaffold learning. He was able to use these organizers as a guide when creating his end product when many other students did not need an organizer. The last way that I used digital tools to differentiate was using flipped classroom model for this student. I was able to take the content and differentiate it using videos and post them on the learning management system under his account. He was able to access them at home to help him get ready for the next day so he would have some background knowledge. This would also help him when doing homework to refresh his memory on the topic. This ELL Report also shows an analysis of the students where I using his learner characteristics to come up with the best ways to fit his needs. He struggled when it came to understanding word problems and all of the strategies like visuals, organizers, and background knowledge were all ways to help him really understand the information.
This artifact taught me that there are so many digital tools that you can use to differentiate. Even though I only used a few with this student because they fit his needs, I was able to research so many more. Over the school year I was then able to use the other digital tools to differentiate in my lessons as well as in groups and individually. Students are benefitting from the knowledge I now have of differentiation tools. After doing this assignment I was able to help a teacher that had a class of ELL students create graphic organizers for the students to organize their information using GoogleDocs. She stated that it was so helpful and was a great tool to use in her classroom. One thing I would do differently for this artifact would be to try other differentiation tools with this student. Since he struggled with reading there were many read aloud tools that I learned about that I feel would be beneficial for him to use. I would have also used more online communication so that he could practice discussions with classmates so he would be more familiar and get practice with using math terms for communications.
The work that went into the ELL Report impacted student learning because this student got differentiated and scaffolded learning that really helped him on common assessments as well as the Georgia Milestones Test. These strategies also helped other students in my class in the same way. The impact can be assessed by his test scores as well as his improvement in his math grade compared to before when he was not getting differentiated help from digital tools.