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.
Reflection

The ELL Lesson was designed and implemented to create a technology-enhanced learning experience,
while taking into account learner characteristics and adjusting content, process, product, and learning
environment to best meet the learners needs. I developed this lesson for three English Learners (ELs) in
my classroom to teach the concept of text structure. After reflecting on their learner characteristics, I
developed an eight-day unit using the Sheltered Instruction Observation Protocol (SIOP) Lesson Plan
template to effectively instruct them in a small group. I connected the concept of text structure to their
prior knowledge using turn and talk, emphasized key vocabulary using a matching game on the
ActivBoard, built background knowledge using instructional videos, provided scaffolding for independent
application through modeling and sentence frames, and provided bilingual magazines for additional
practice. Finally, I assessed the students through their independent work and observation.
Standard 2.5, Differentiation, defines the expectations for modeling and facilitating the design and
implementation of technology-enhanced learning experiences using a variety of differentiation strategies
that adjust content, process, product, or learning environment based on learner characteristics. This
artifact demonstrates my ability to model and facilitate the design and implementation of technology-
enhanced learning experiences through my detailed SIOP lesson plan, which detailed the process of
instruction using the technology of the ActivBoard to teach vocabulary and allowed students to interact
with the educational videos and accompanying quizzes. This artifact also demonstrates my ability to
differentiate content, process, product, and learning environment based on learner characteristics. Before
writing my lesson plan, I first collected ACCESS data about each student. I used this to inform my
differentiation and instruction based on the students learner characteristics. I then differentiated the
content by choosing the most important text structures to master, rather than presenting every text
structure simultaneously. I differentiated the process in several ways. I decided to meet with these
students in a small group, rather than providing them solely with whole group instruction. I also
integrated bilingual magazines, educational videos, and graphic organizers to allow them access to the
content. I differentiated the product by modifying the traditional, multiple choice text structure
assessment. Instead, I used student observation and two comparison/contrast sentences, which were
supported by the use of sentence frames. Finally, I differentiated the learning environment by working
with the students at a small group table, which was covered with text structure reference posters and
examples for support as they worked.
Completing this ELL Lesson helped me hone my skills as an educator of English Learners. This
experience pushed me to employ the EL strategies I had learned during my TESOL Masters program,
while incorporating new knowledge gained from my Instructional Technology Specialist program.
Combining these two areas is a passion of mine, and this assignment was right up my alley.
In the future, I would like to create small, need-based groups of ELs to work with on a regular basis
throughout the school year. This would provide me with a scheduled time focused on integrating
technology and EL strategies to provide the best differentiation for my students based on their learner
characteristics.
The work that went into this ELL Lesson Plan definitely benefitted student achievement. All three of the
students used the differentiated resources I provided to make progress on the text structure standards. The
student assessments I used after instruction could easily be used to measure the impact of this instruction.
All students mastered the first goal I set, and two of the three mastered the second goal. From this data, I
was able to provide additional remediation for the student that struggled most, and she eventually met
both standards.