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. (PSC 2.5/ISTE
2e)
Reflection
Standard 2.5 ask all candidates to facilitate, design, and implement technology
that is differentiate through product, content, and process. The lessons not only should
reflect differentiation, but it should also cater towards specific sub-groups. The artifact
that reflects the process, modeling, and facilitation of differentiation would be field
experience that I conducted during Instructional Technology course 7430. During the
field experience I had an opportunity to work with students with disabilities in particular
ELL students. Children with such complex linguistic histories, who have not established
adequate competence in a primary language, may continue to have difficulty with
developing fully a second (or third, or fourth) language, despite sustained exposure to
the target language. Difficulties in vocabulary development and syntax, impoverished or
immature writing, and difficulty keeping up and participating in class may all be
symptoms of an earlier lack of competence in a first language. Such children often
resemble language learning disabled children and it can be difficult to assess whether it
is poor exposure to language or a neuropsychological difficulty that is preventing
adequate language development (U.S State Department 2010). I learned how to not
only identify students with such language barriers ,but I also had the opportunity to
develop lesson plans that focused on scaffolding to build vocabulary skills and establish

lessons that support cultural differences and social economic statuses.

During the field experience, I spent a lot of time shadowing a class that had a
couple of students that were ELL students with Spanish being their primary language. In
order to improve the process, I feel that I shouldve spent more time with the director
identifying students, strengths, weaknesses, and researching on more innovative ways
to improve skills in language and vocabulary. I also believe that most of the students get
more detailed and intense lessons during their elementary school career ;therefore, I did
not get any opportunity to fully see practices as discussed in class and in the literature
in the middle school setting. As I read through my field experience document, I noticed
that the field experience activity section could be a little more elaborate to paint a better
picture of differentiation, grouping, and learner characteristics of the ELL students.
I spent several days and hours with the special education department. During
that time I noticed a large gap between general education teachers and special
education professionals. The skills that are put in place to help build vocabulary,
readiness level, and differentiation should be skills in which general education should
also practice within their daily routine as well. Language barriers do not only exist within
ELL students, but language and comprehension is a huge barrier with general education
students and in particular low SES students. I feel that the time spent expressed more
concerns with the lack of support for our special education students; therefore, I did not
see an impact on school improvement, faculty development, and student learning. Since
the experience, I have took it upon myself to research more technology advances that
need to be integrated within the school. Once the research has been fully conducted
and expressed to special education department and partnered with all stakeholders; I

would like to roll out new programs that will better assist with ELL, low SES, and other
diverse communities that we have within our building.
The field experience was a much needed experience. I had an opportunity to see
how intense lessons and differentiate for ELL students are and their impacts on the
student. I feel that I have gained much knowledge and conduct lessons for such
students enlightened my understanding of cultural diversity; however, I feel the
experience was also an eye opener to see the lack of support of ELL and other diverse
sub-groups within our building. Therefore, I would assess the impact and semi-positive
of low impact. If I were not to have the opportunity to conduct such experiences, I feel I
would have been oblivious to that work and the lack there of in the most important
department. I also see the experience as an opportunity for improvement which would
rate the impact as a start to success.

U.S State Department: Who Are ELL Students? (2010). Retrieved November 15, 2016,
From `http://www.education.com/reference/article/who-ell-english-languagelearner/