Silvia C.

Parker
June 22, 2018
Version 1

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. (PSC 2.5/ISTE
2e)

Artifact: ELL Report and Field Experience

The artifact that I chose to demonstrate mastery of Standard 2.5 Differentiation is the ELL
Report and Field Experience. The artifact describes a kindergarten unit of study. The topic of the
unit is day and night. The students had to complete several activities that required, among other
things, the use of technology.

The ELL Report and Field Experience demonstrate mastery of Standard 2.5. For this artifact, I
had to design, model, facilitate a unit of study that implemented kindergarten science standards.
In order to create a unit that would use differentiation, I had to self-reflect on my views on
differentiation which included the characteristics of students who don’t speak English, best
practices for ELLs, and the impact testing has on diverse students.

The ELL Report and Field Experience demonstrates mastery of Standard 2.5. The artifact was
designed for a kindergarten class in which the majority of the students were ELLs. The setting in
which the unit was implemented was the science classroom. While making this unit a success, I
had to adjust the content, the process, and the product in order to give students the
opportunity to be successful. Moreover, I also had to base my unit on differentiation strategies
such as preferential sitting, access to native language, explicit vocabulary instruction, kinesthetic
learning, literacy, as well as the use of research based strategies such as comparing and
contrasting. Moreover, formative and summative assessment were given throughout the unit.
There were six objectives for the unit, and each objective was assessed formally or informally.
The assessments required the students to express their ideas about the concepts of day and night,
to sort vocabulary into categories, to create pictures and explain them, to create a model of day
and night, etc. The students had several opportunities to collaborate with classmates throughout
the unit which helped create a positive learning environment.

I learned a lot by completing this unit. It is always a rewarding experience to create something
that will help students learn a new language while also learning academic content. I was also
very pleased with the way technology was integrated within the unit. The students were good at
following directions and at completing the activities online.

This unit was built upon differentiation strategies which required careful and purposeful planning
and intense research. WIDA (https://www.wida.us/) and Colorincolorado
(http://www.colorincolorado.org/) were two of the resources that I consulted while completing
this unit. The information available in the WIDA included a language continuum which was very
useful since it helped me determine the different stages of language acquisition the students had.
Based on that information, I was able to create learning activities that were appropriate for their
level of English. Colorincolorado was another resource I consulted for ESOL research-based
strategies. This also helped me create the unit since I was able to implement several strategies
that supported students learning.

The impact of this unit can be measured through the results of the individual formative
assessment in which the students had to sort a variety of pictures in order to show understanding
of the concepts of day and night.