Standard 4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Artifacts: ITEC 7430 Unstructured Field Log
ELL Post-Reflection
Diversity Blog Posting
Reflection:
Artifact #1 and #2 are connected to the ELL lesson was created and implemented as an unstructured field experience in ITEC 7430. In this experience, I tutored a couple of my ELL students who were taking my American Government class and were having difficulty with vocabulary comprehension and understanding the Bill of Rights. In the lesson we utilized digital resources to locate an English and Spanish version of the Bill of Rights and I assisted them in creating online vocabulary/study cards to use to prepare for the formative and summative assessments in the class.
Artifact #3 is diversity blog posting that I created in ITEC 7430. The blog posting examines and discusses the classroom connectivity in the 21st century. It focuses on the use of digital tools to enhance cultural understanding, global awareness, and the diversity of students.
Artifacts #1 and #2 demonstrate the modeling and facilitation of using digital tools and resources to support the diverse needs of students and enhancing cultural understanding. This is evident by my modeling and facilitating the use of the Cato Institute site and StudyBlue to meet the diverse needs of the two ELL students that I worked with. The learning experience also allowed the ELL students and me the opportunity to enhance our cultural understanding of our different backgrounds. The experience supported the need for different learning approaches for students of different cultural backgrounds.
Artifact #3 demonstrates the use of blog posting to model and facilitate the use of digital tools and resources to increase global awareness. The blog posting examines and discusses the classroom connectivity in the 21st century and demonstrates the use of blogs, ePals, and skype as ways to increase global awareness. The blog post reflects my disposition and growth regarding the incorporation of cultural understanding and global awareness in my practice.
Upon completing and implementing the ELL lesson I Learned that speaking English is a process that develops over time. ELL students, depending on their language proficiency, are going to have difficulty understanding basic instructions and directions. Teachers should be aware that language acquisition is a process and that social language will develop more quickly than academic language. This is why a student may be fine speaking with friends and classmates, but has difficulty understanding lectures, assignments, quizzes, and tests. The academic language or CALP usually takes five to seven years to develop. It is also important for teachers to realize that all ELL students are different and will develop at different rates. They are going to need additional time, support, instruction, and resources to help them be successful in the classroom.
If I could go back, I would have incorporated this type of vocabulary/study preparation with my ELL students the first week of school. It would make my class easier for them and probably would have benefited my other students as well. Next time, I will offer additional testing methods and ways to ensure that I am evaluating the ELL students on the content and not how well they know the language. I will also incorporate more technology that could benefit them with the lesson and instruction comprehension.
After assisting my ELL students with this experience they were better prepared for the class and the strategies we used will help them throughout their high school career. This experience better prepared them for test, quizzes, and the final exam in American Government. By participating in this field experience the students had more instruction that was geared toward decreasing the gap between English and native Spanish language. Student learning was assessed in the formative and summative assessments associated with the lesson. Both students drastically improved from the formative to the summative assessment. Comparisons could also be made between ELL students who use this ELL lesson plan strategies and those who use traditional methods.
The diversity blog posting improved my development and understanding of cultural global awareness. It reflects my disposition and growth regarding the incorporation of cultural understanding and global awareness in my classroom, which make me a better teacher to all of my students.
Artifact #1 and #2 are connected to the ELL lesson was created and implemented as an unstructured field experience in ITEC 7430. In this experience, I tutored a couple of my ELL students who were taking my American Government class and were having difficulty with vocabulary comprehension and understanding the Bill of Rights. In the lesson we utilized digital resources to locate an English and Spanish version of the Bill of Rights and I assisted them in creating online vocabulary/study cards to use to prepare for the formative and summative assessments in the class.
Artifact #3 is diversity blog posting that I created in ITEC 7430. The blog posting examines and discusses the classroom connectivity in the 21st century. It focuses on the use of digital tools to enhance cultural understanding, global awareness, and the diversity of students.
Artifacts #1 and #2 demonstrate the modeling and facilitation of using digital tools and resources to support the diverse needs of students and enhancing cultural understanding. This is evident by my modeling and facilitating the use of the Cato Institute site and StudyBlue to meet the diverse needs of the two ELL students that I worked with. The learning experience also allowed the ELL students and me the opportunity to enhance our cultural understanding of our different backgrounds. The experience supported the need for different learning approaches for students of different cultural backgrounds.
Artifact #3 demonstrates the use of blog posting to model and facilitate the use of digital tools and resources to increase global awareness. The blog posting examines and discusses the classroom connectivity in the 21st century and demonstrates the use of blogs, ePals, and skype as ways to increase global awareness. The blog post reflects my disposition and growth regarding the incorporation of cultural understanding and global awareness in my practice.
Upon completing and implementing the ELL lesson I Learned that speaking English is a process that develops over time. ELL students, depending on their language proficiency, are going to have difficulty understanding basic instructions and directions. Teachers should be aware that language acquisition is a process and that social language will develop more quickly than academic language. This is why a student may be fine speaking with friends and classmates, but has difficulty understanding lectures, assignments, quizzes, and tests. The academic language or CALP usually takes five to seven years to develop. It is also important for teachers to realize that all ELL students are different and will develop at different rates. They are going to need additional time, support, instruction, and resources to help them be successful in the classroom.
If I could go back, I would have incorporated this type of vocabulary/study preparation with my ELL students the first week of school. It would make my class easier for them and probably would have benefited my other students as well. Next time, I will offer additional testing methods and ways to ensure that I am evaluating the ELL students on the content and not how well they know the language. I will also incorporate more technology that could benefit them with the lesson and instruction comprehension.
After assisting my ELL students with this experience they were better prepared for the class and the strategies we used will help them throughout their high school career. This experience better prepared them for test, quizzes, and the final exam in American Government. By participating in this field experience the students had more instruction that was geared toward decreasing the gap between English and native Spanish language. Student learning was assessed in the formative and summative assessments associated with the lesson. Both students drastically improved from the formative to the summative assessment. Comparisons could also be made between ELL students who use this ELL lesson plan strategies and those who use traditional methods.
The diversity blog posting improved my development and understanding of cultural global awareness. It reflects my disposition and growth regarding the incorporation of cultural understanding and global awareness in my classroom, which make me a better teacher to all of my students.