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
In ITEC 7430, students were tasked with working with and ELL/ESOL student to help introduce technology resources that will help provide differentiation for my content standards. I came up with three strategies to help “Angela” augment her study of my course content, as well as use in other educational settings, to help bridge her language gap. Angela’s native language is Spanish.
Standard 2.5 Differentiation – asks candidates to 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. I learned a lot by working on this assignment. Even though I was aware of Immersive Reader and other Add-Ins, (Curtis, 2016) (Gonzalez, 2018) I discovered that I was not implementing them as well as I should by completing this assignment. As a technology teacher, I feel I have a unique opportunity to design, implement, and model technological resources for all students. Although this project was for ESOL students and the unique options for ESOL students, many of the technological tools are very helpful for all students. Many students respond well to audio or assistive reading tools. I even use them occasionally myself, especially if noise is high or I am having a hard time concentrating. Cobb is a Microsoft-friendly school. Seeing that Immersive Reader is a Microsoft product, I find that this tool is incorporated into many learning environments. ESOL, MID, and EBD students especially can benefit from some of these strategies because they have the learner characteristics that fit assistive technology best; however, the tools can assist all students. Multimodal learning strategies have been proven effective for classroom use, and technology can make multiple modes of learning even more accessible. This project really opened my eyes to the power of technology tools to help differentiate both for my content and tools to use to assist with differentiation in my classroom.
This project helped me realize gaps that I had in my pedagogy and helped me research strategies and resources that could help differentiate in my classroom. Since working on this project, which was early on in my graduate studies, my district has implemented a Learning Management System (LMS), as well as initiated a 1:1 laptop initiative. By completing this project and learning about these resources, this has helped me tremendously with this move to a more technology-rich learning environment. I am constantly trying to work to make my digital resources more differentiated by incorporating resources into the workflow or taking advantage of built-in resources. But it takes time. My biggest regret is that I did not utilize these tools more before I completed this project.
This project helped me in my classroom, but it also helps my school. What they are learning in my classroom can also be used in other classrooms. With the addition of laptops for each student this year, educating them about learning tools helps them from now own as it relates to their education. I have seen a dramatic increase of technology knowledge in the past few years. What students learn in the classroom gets compounded even outside of the classroom. Students even show me cool new tricks on their laptops that I still don’t know myself. It gives me pride knowing that they are learning and improving technologically, because it is such an important part of our culture. I can assess the impact of my ELL Report by observing change in my students, as well as their grades on assessments for my class, not to mention state-based assessments. At my school, we really work hard to help bridge the gap for ESOL learners.
References
Curtis, E. (2016, October 8). Chrome Extensions for Struggling Students and Special Needs. Control Alt Achieve. Retrieved from
https://www.controlaltachieve.com/2016/10/special-needs-extensions.html.
Gonzalez, J. (2018, April 15). 4 Ways Microsoft is Making Learning More Accessible. Cult of Pedagogy. Retrieved from
https://www.cultofpedagogy.com/inclusive/.
Standard 2.5 Differentiation – asks candidates to 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. I learned a lot by working on this assignment. Even though I was aware of Immersive Reader and other Add-Ins, (Curtis, 2016) (Gonzalez, 2018) I discovered that I was not implementing them as well as I should by completing this assignment. As a technology teacher, I feel I have a unique opportunity to design, implement, and model technological resources for all students. Although this project was for ESOL students and the unique options for ESOL students, many of the technological tools are very helpful for all students. Many students respond well to audio or assistive reading tools. I even use them occasionally myself, especially if noise is high or I am having a hard time concentrating. Cobb is a Microsoft-friendly school. Seeing that Immersive Reader is a Microsoft product, I find that this tool is incorporated into many learning environments. ESOL, MID, and EBD students especially can benefit from some of these strategies because they have the learner characteristics that fit assistive technology best; however, the tools can assist all students. Multimodal learning strategies have been proven effective for classroom use, and technology can make multiple modes of learning even more accessible. This project really opened my eyes to the power of technology tools to help differentiate both for my content and tools to use to assist with differentiation in my classroom.
This project helped me realize gaps that I had in my pedagogy and helped me research strategies and resources that could help differentiate in my classroom. Since working on this project, which was early on in my graduate studies, my district has implemented a Learning Management System (LMS), as well as initiated a 1:1 laptop initiative. By completing this project and learning about these resources, this has helped me tremendously with this move to a more technology-rich learning environment. I am constantly trying to work to make my digital resources more differentiated by incorporating resources into the workflow or taking advantage of built-in resources. But it takes time. My biggest regret is that I did not utilize these tools more before I completed this project.
This project helped me in my classroom, but it also helps my school. What they are learning in my classroom can also be used in other classrooms. With the addition of laptops for each student this year, educating them about learning tools helps them from now own as it relates to their education. I have seen a dramatic increase of technology knowledge in the past few years. What students learn in the classroom gets compounded even outside of the classroom. Students even show me cool new tricks on their laptops that I still don’t know myself. It gives me pride knowing that they are learning and improving technologically, because it is such an important part of our culture. I can assess the impact of my ELL Report by observing change in my students, as well as their grades on assessments for my class, not to mention state-based assessments. At my school, we really work hard to help bridge the gap for ESOL learners.
References
Curtis, E. (2016, October 8). Chrome Extensions for Struggling Students and Special Needs. Control Alt Achieve. Retrieved from
https://www.controlaltachieve.com/2016/10/special-needs-extensions.html.
Gonzalez, J. (2018, April 15). 4 Ways Microsoft is Making Learning More Accessible. Cult of Pedagogy. Retrieved from
https://www.cultofpedagogy.com/inclusive/.
