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: English Language Learners Lesson Plan
Reflection:
The ELL Lesson was completed as one of my unstructured field experiences. I tutored an ELL learner who had been in my honors class for several years, yet because of language barriers, still struggled with basic grammatical errors. During this field experience, we worked individually on specific grammar weaknesses, practiced correcting errors, and demonstrated the ability to write correctly and without the specific errors on homework assignments he needed to complete for other classes.
The sample lesson includes specific learning objectives and was not only designed, but implemented successfully with an English language learner. It is a strong model of how to differentiate content and learning environment. The student worked individually with a teacher because his specific weaknesses were ones not shared by the rest of my advanced English class. Similarly, focused practice on specific learning objectives allowed him to quickly address the areas of struggle. Differentiation only occurred after a learner analysis. By interviewing the students and collecting work samples, I was able to create a simple, lesson that targeted his specific weaknesses. The lesson was enhanced with the Internet program No Red Ink (noredink.com), which allows teachers to differentiate grammar content for students. Also, the program performs an interest survey when students register for an account so all grammar sentences are provided with a context and subject area in which students are interested, such as sports, movies, etc.
In reflecting on this artifact, I can think of ways to use the program No Red Ink to differentiate a large group of students. For example, after completing a written composition, students could be assigned specific practice on No Red Ink that targets the grammar errors they made in the essay. Students would not have to practice the concepts on which they demonstrated mastery but would instead be focused on the areas in which they struggled such as pronouns, sentence fragments, or run-ons. The program allows teachers to create classes and track student progress on different assignments, rather than assigning all students the same task.
The ELL lesson directly influences student learning by using methods of differentiation and teaching of English Language learners, such as sheltered instruction and comprehensible learning input to address specific student learning needs. Technology allows teachers to differentiate content and learning environment, as demonstrated in this lesson, but could also be used to differentiate process and product. The impact of the lesson was demonstrated by the student’s achievement of the specific learning objectives at desired levels of proficiency.
The ELL Lesson was completed as one of my unstructured field experiences. I tutored an ELL learner who had been in my honors class for several years, yet because of language barriers, still struggled with basic grammatical errors. During this field experience, we worked individually on specific grammar weaknesses, practiced correcting errors, and demonstrated the ability to write correctly and without the specific errors on homework assignments he needed to complete for other classes.
The sample lesson includes specific learning objectives and was not only designed, but implemented successfully with an English language learner. It is a strong model of how to differentiate content and learning environment. The student worked individually with a teacher because his specific weaknesses were ones not shared by the rest of my advanced English class. Similarly, focused practice on specific learning objectives allowed him to quickly address the areas of struggle. Differentiation only occurred after a learner analysis. By interviewing the students and collecting work samples, I was able to create a simple, lesson that targeted his specific weaknesses. The lesson was enhanced with the Internet program No Red Ink (noredink.com), which allows teachers to differentiate grammar content for students. Also, the program performs an interest survey when students register for an account so all grammar sentences are provided with a context and subject area in which students are interested, such as sports, movies, etc.
In reflecting on this artifact, I can think of ways to use the program No Red Ink to differentiate a large group of students. For example, after completing a written composition, students could be assigned specific practice on No Red Ink that targets the grammar errors they made in the essay. Students would not have to practice the concepts on which they demonstrated mastery but would instead be focused on the areas in which they struggled such as pronouns, sentence fragments, or run-ons. The program allows teachers to create classes and track student progress on different assignments, rather than assigning all students the same task.
The ELL lesson directly influences student learning by using methods of differentiation and teaching of English Language learners, such as sheltered instruction and comprehensible learning input to address specific student learning needs. Technology allows teachers to differentiate content and learning environment, as demonstrated in this lesson, but could also be used to differentiate process and product. The impact of the lesson was demonstrated by the student’s achievement of the specific learning objectives at desired levels of proficiency.