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)
Artifact: ELL Report
Reflection:
This artifact is a report from a field experience I had with an ELL student. Prior to this field experience, I completed the Teaching English Language Learners modules from the Iris Center. These resources provided me with several ideas for implementing in my classroom. I focused on using these strategies with one student for seven days. These strategies included using simpler words, incorporating contextual supports, activated background knowledge, and allowing the student to communicate with bilingual peers. I was also able to work one on one with the student during work sessions in each of the class periods. The student benefitted from these strategies being used.
This artifact demonstrates mastery of standard 4.3. The standard states that I can model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. By working with an ELL student in this experience, I was able to model and facilitate the use of digital tools to support diverse student needs. One tool that we used to overcome the language barrier was google translate. Throughout the lesson, I attempted to use simpler words but the student was also encouraged to look up words that they did not understand. Online resources were also used for incorporating contextual supports. I was able to model and facilitate the use of digital tools to enhance cultural understanding. We used the discussion board feature in the learning management system to communicate some of our learning. This provided language learners the opportunity to feel more comfortable and use translators if necessary. In the discussion, board students were able to communicate directly with someone they would not have in a face-to-face environment. I was also able to model and facilitate the use of digital tools to increase global awareness. We were able to adapt the statistics lesson to study global issues instead of local issues.
Through creating this artifact, I feel that I have learned more about working with students who come from a different culture. I am thankful for the modules from the Iris Center. I am now more comfortable with providing accommodations that will help these students succeed in my classroom. This experience could have been even better if I consulted more of a variety of sources to find resources. The strategies I used were great, but there are many other great resources available. I look forward to doing more research and improving my practice with these learners.
This artifact impacts student learning. By completing this experience, I was able to make several of my students much more comfortable with the content. Since the students are more comfortable with the content, they have a much greater understanding. This will continue to improve student learning with future students that I have with similar needs. This impact can be assessed by analyzing state test scores for this subgroup.
Reflection:
This artifact is a report from a field experience I had with an ELL student. Prior to this field experience, I completed the Teaching English Language Learners modules from the Iris Center. These resources provided me with several ideas for implementing in my classroom. I focused on using these strategies with one student for seven days. These strategies included using simpler words, incorporating contextual supports, activated background knowledge, and allowing the student to communicate with bilingual peers. I was also able to work one on one with the student during work sessions in each of the class periods. The student benefitted from these strategies being used.
This artifact demonstrates mastery of standard 4.3. The standard states that I can model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. By working with an ELL student in this experience, I was able to model and facilitate the use of digital tools to support diverse student needs. One tool that we used to overcome the language barrier was google translate. Throughout the lesson, I attempted to use simpler words but the student was also encouraged to look up words that they did not understand. Online resources were also used for incorporating contextual supports. I was able to model and facilitate the use of digital tools to enhance cultural understanding. We used the discussion board feature in the learning management system to communicate some of our learning. This provided language learners the opportunity to feel more comfortable and use translators if necessary. In the discussion, board students were able to communicate directly with someone they would not have in a face-to-face environment. I was also able to model and facilitate the use of digital tools to increase global awareness. We were able to adapt the statistics lesson to study global issues instead of local issues.
Through creating this artifact, I feel that I have learned more about working with students who come from a different culture. I am thankful for the modules from the Iris Center. I am now more comfortable with providing accommodations that will help these students succeed in my classroom. This experience could have been even better if I consulted more of a variety of sources to find resources. The strategies I used were great, but there are many other great resources available. I look forward to doing more research and improving my practice with these learners.
This artifact impacts student learning. By completing this experience, I was able to make several of my students much more comfortable with the content. Since the students are more comfortable with the content, they have a much greater understanding. This will continue to improve student learning with future students that I have with similar needs. This impact can be assessed by analyzing state test scores for this subgroup.