2.

2 Research-Based Learner Strategies - model and facilitate the use of research-based,

learner-centered strategies addressing the diversity of all students.
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The ELL Lesson Project Presentation was completed in ITEC 7430, Internet Tools for the
Classroom. This project provided opportunities to research and apply learner centered
strategies that address the diverse learning needs of ELLs. I learned how to merge digital tools
with instructional strategies that promote equitable access for ELLs using blended learning
opportunities that differentiated content based upon student needs.

The purpose of the ELL Lesson Plan was employing researched based learning strategies to
support diverse needs of all learners. During implementation of this lesson, I modeled
Sheltered Instructional strategies such as using tangible items and digital visuals as vocabulary
scaffolds. The Iris Center, outlines sheltered instruction as a student-centered strategy that
encourages use of comprehensible input while providing scaffolds to support varying levels of
language proficiency (Iris Center, 2011). Such scaffolds are strategically placed to meet learners
where they are and provided bridges to personalized learning goals. The use of sheltering
instruction provided a learner-centered experience with visible scaffolding strategies that
benefited all learners. I also used Immersive Reader to support learner’s engagement in higher
level texted during flipped learning tasks. This provided increased vocabulary scaffolds in the
blended learning environment, which further supports diversity of language proficiency and
reading comprehension needs.

After implementation, I facilitated an online tutorial modeling how to use Adobe Spark and
Immersive reader as differentiation tools to increase accessibility to content for all learners. I
was able to share ways to use sheltered instruction to support vocabulary acquisition in the
digital space. We watched the blended portion of the ELL Lesson as a model of how to use
technology to differentiate learning using sheltered instruction strategies. We then created
Adobe Spark videos that included pictures, diagrams, illustrations, and real objects to support
the diversity of all learners’ vocabulary acquisition in our respective learning environments.
 As a result of completing the ELL Lesson Plan Project, I increased my capacity to support the
diverse learning needs of students through use of sheltered instruction. As a result, I have
learned how to use digital tools to provide scaffolds in blended learning environments. I also
learned how to apply a variety of research-based best practices including differentiation
techniques, higher order thinking skills, and learner-centered strategies when designing
Internet-enhanced learning experiences. To improve this artifact, I would have recorded
multiple online tutorials modeling various researched based strategies. This could potentially
expand my impact on student learning and staff development.

The ELL Lesson Project impacted student learning in a variety of ways. Students were
provided opportunities to engage with content in a blended space which allowed
differentiation in pacing and repeated exposure. Students were also engaged in higher level
content with digital scaffolds to support varying levels of language acquisition and proficiency.
This directly impacted equitable access and opportunity to master content, which was
observable in student post task data.
a. The IRIS Center served as a reminder of the importance of identifying and support
the specific needs of all learners. It helped me identify effective strategies for
explicitly teaching vocabulary instruction such as dual language vocabulary exposure
and using native language as an asset.

The IRIS Center. (2011). Teaching English Language Learners: Effective Instructional
Practices. Retrieved from https://iris.peabody.vanderbilt.edu/module/ell/

b. I used this video demonstration of Sheltered instruction as an activator during the

planning process when I was creating my learning outline for the ELL module.
Sheltered Instruction helps English language learners to learn English as well as
academic content. It incorporates the use of objectives that correspond to grade-
level standards, but they also provide the language objectives necessary for their
English learners to express their ideas.

English Language Learners: Sheltered Instruction. (2018, May 04). Retrieved April 14,
2019, from https://youtu.be/jkw_wZtJ6hY