2.

5 Differentiation

Candidates will 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.

This artifact, the ELL Report and field experience took place at Hembree Springs Elementary
school where I serve as the Instructional Technology Coach. This artifact describes a lesson designed for
a small group English Language Learner classroom. The artifact describes the experience of preparing for
and working with the ELL students, and the tools and resources that were developed and provided to
increase student learning and growth. While the lesson was created and designed independently, it was
not without the knowledge and expertise of the ELL teacher. Her understanding of effective ELL
strategies help guide me through the development of this artifact.

This project allowed me to model and facilitate the design and implementation of a
technology-enhanced learning experience using a variety of research based differentiation strategies.
While designing this lesson, I leaned heavily on the expertise of the ELL teacher, as well as the IRIS ELL
Module to assist in finding and implementing the most effective learning strategies for these students.
During the development of this lesson, I adjust the content, process, product, and learning
environment for the different students with their individual learning needs in mind. Visual and graphics
helped to assist students when needed, and students used Seesaw, a digital journaling tool, to help
students monitor their own progress and growth. I provided graphic organizers for students at various
levels to help assist them with their completion of the assignment and to ensure their understanding of
the process to complete their Seesaw assignment. Prior to the completion of this assignment, I spent
time observing student behavior in the classroom in order to better understand their learner
characteristics. Of these students, not each needed as much guided support. Some were able to
complete the task with minimal support while others needed much greater support. This support was
built into their personalized Seesaw activity, and aided in developing a safe and effective learning
environment for everyone I the class.

The completion of this artifact was an excellent reminder of the importance of personalizing
student learning. It also reminded me of how little training I received, and how little training most
teachers receive, in ELL instructional practices. Working through this project, and working with through
the IRIS Module helped me to better understand how ELL instruction can support a diverse classroom.
Many of the strategies and skills discussed in the module, including the strategies used during this
lesson, can be used effectively in any classroom to help personalize learning. I think I could have
improved this artifact by working more continuously with these students. While working through this
project, I was reminded of the importance of finding data to support instructional practices, and it is
extremely important for ELL teachers to drive their instruction through effective data. If I could spend
more time with these students, developing activities and lessons based on their data and their individual
growth, I believe it would be an even stronger lesson design.

This artifact impacted student growth and faculty development. This was one of my earliest
experiences working with the ELL teachers while in my role as instructional coach. This was a great
opportunity for me to demonstrate how technology can support the personalization with students in
the ELL classroom. Furthermore, it introduced these students to a new tool, Seesaw, which allows them
to begin developing an online journal so they can demonstrate their understanding and growth over
time.