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_morgan_green.docx | |
File Size: | 514 kb |
File Type: | docx |
ell_post-field_experience_reflection.docx | |
File Size: | 17 kb |
File Type: | docx |
Reflection:
The ELL Lesson was created to assist an English Language Learner (ELL) in my world history class. The student was asked to complete a R.A.F.T (role, audience, format, topic) for the Middle Ages time period. I determined that this would be a great project for my ELL students based on the Yoder and Kibler’s article, Instruction for English Language Learners in the Social Studies Classroom: A Meta-synthesis (Yoder & Kibler, 2016). The choices within the project were completely up to the student based on their interest. I incorporated strategies to assist with reading comprehension and vocabulary acquisition such as the use of Quizlet. The student attended tutoring sessions to work on reading comprehension to understand the background material so he would have the proper knowledge to complete the R.A.F.T. The students attended several tutoring sessions where I would provide support on different aspects of the project such as research skills, building confidence, and modeling the programs they would use. Not only did the students meet content standards, they also accomplished ITSE standards and improved on their own goals such as vocabulary and reading comprehension.
Standard 4.3, Diversity, Cultural Understanding, and Global Awareness provided me an opportunity to model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understandings, and increase global awareness. The lesson I created allowed me to model and facilitate the learning process for my ELL student. I created the project with the intention of working on their reading comprehension and vocabulary through repetition and modeling as they worked on the project. I facilitated the use of digital tools and resources during each tutoring session that the student attended to support diverse student needs, enhance cultural understandings, and increase global awareness. This student comes from a native Spanish speaking family, but content vocabulary and readings are where they face difficulty. I referenced Yoder & Kibler’s article as well as The Iris Center and WIDA: English Language Development (ELD) to provide support for diverse student needs, enhance cultural understandings, and increase global awareness. Through the history connect, my student is able to improve their reading comprehension and vocabulary in a way that best meets their needs and supports them. In class, I connected the Middle Ages to present day events and other time-period events that occurred in different parts of the world.
Completing the ELL Lesson provided me an opportunity to work closely with my ELL students to improve their reading comprehension and vocabulary skills. I learned how to utilize specific ELL strategies to provide my students with the best opportunity to improve their English skills while also working through the content of a social studies course. I also learned the way to provide additional support so they too can be successful in my classroom. The techniques, activity suggestions, and resources will be extremely helpful as I continue to work with more ELL students. To further improve the ELL Lesson, I would like to have the students make the real world and global connections themselves rather than being told what they are by the teacher. I believe that this would give the students a better understanding of how what they are doing is interconnected.
This artifact impacts student improvement. The ELL students have a better understanding of the content and have improved their vocabulary and reading comprehension skills through this lesson. The impact can be assessed through the final R.A.F.T projects that the ELL students produced. These projects showed that the students could apply their knowledge on the topic in a specific format, topic, role, and audience that was all self-selected by the students. The ELL students were able to connect all of these parts to show their improvement over the course of the project with the appropriate support.
Reference
Yoder, P. p., & Kibler, A. (2016). Instruction for English Language Learners in the Social Studies Classroom: A Meta-synthesis. Social Studies Research & Practice (Board Of Trustees Of The University Of Alabama), 11(1), 20-39.
The ELL Lesson was created to assist an English Language Learner (ELL) in my world history class. The student was asked to complete a R.A.F.T (role, audience, format, topic) for the Middle Ages time period. I determined that this would be a great project for my ELL students based on the Yoder and Kibler’s article, Instruction for English Language Learners in the Social Studies Classroom: A Meta-synthesis (Yoder & Kibler, 2016). The choices within the project were completely up to the student based on their interest. I incorporated strategies to assist with reading comprehension and vocabulary acquisition such as the use of Quizlet. The student attended tutoring sessions to work on reading comprehension to understand the background material so he would have the proper knowledge to complete the R.A.F.T. The students attended several tutoring sessions where I would provide support on different aspects of the project such as research skills, building confidence, and modeling the programs they would use. Not only did the students meet content standards, they also accomplished ITSE standards and improved on their own goals such as vocabulary and reading comprehension.
Standard 4.3, Diversity, Cultural Understanding, and Global Awareness provided me an opportunity to model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understandings, and increase global awareness. The lesson I created allowed me to model and facilitate the learning process for my ELL student. I created the project with the intention of working on their reading comprehension and vocabulary through repetition and modeling as they worked on the project. I facilitated the use of digital tools and resources during each tutoring session that the student attended to support diverse student needs, enhance cultural understandings, and increase global awareness. This student comes from a native Spanish speaking family, but content vocabulary and readings are where they face difficulty. I referenced Yoder & Kibler’s article as well as The Iris Center and WIDA: English Language Development (ELD) to provide support for diverse student needs, enhance cultural understandings, and increase global awareness. Through the history connect, my student is able to improve their reading comprehension and vocabulary in a way that best meets their needs and supports them. In class, I connected the Middle Ages to present day events and other time-period events that occurred in different parts of the world.
Completing the ELL Lesson provided me an opportunity to work closely with my ELL students to improve their reading comprehension and vocabulary skills. I learned how to utilize specific ELL strategies to provide my students with the best opportunity to improve their English skills while also working through the content of a social studies course. I also learned the way to provide additional support so they too can be successful in my classroom. The techniques, activity suggestions, and resources will be extremely helpful as I continue to work with more ELL students. To further improve the ELL Lesson, I would like to have the students make the real world and global connections themselves rather than being told what they are by the teacher. I believe that this would give the students a better understanding of how what they are doing is interconnected.
This artifact impacts student improvement. The ELL students have a better understanding of the content and have improved their vocabulary and reading comprehension skills through this lesson. The impact can be assessed through the final R.A.F.T projects that the ELL students produced. These projects showed that the students could apply their knowledge on the topic in a specific format, topic, role, and audience that was all self-selected by the students. The ELL students were able to connect all of these parts to show their improvement over the course of the project with the appropriate support.
Reference
Yoder, P. p., & Kibler, A. (2016). Instruction for English Language Learners in the Social Studies Classroom: A Meta-synthesis. Social Studies Research & Practice (Board Of Trustees Of The University Of Alabama), 11(1), 20-39.