Teachers need to create learning opportunities in differentiating instruction to teach English language learners who come to class from a wide variety of backgrounds and environments. Differentiating instruction is defined by Diane Ravitch as a form of instruction that “maximizes each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction.” (http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx)
As part of your required field experience hours for this course, you are required to visit an assigned classroom that serves linguistically diverse students (English Language Learners) from across the globe. An overview of the assignment can be summarized in these two steps:
- Identify three instructional practices that provided differentiation for ELL students in literacy learning. (Make sure to include a brief reflection of each differentiation method you have observed).
- Evaluate the effectiveness of each differentiated instructional strategy.
- If you were the teacher, would you use the same methods of differentiation for your own teaching?
- Do you think they were effective or ineffective?
- If ineffective, what is the next step? Why? How do you know?
- What was the impact on ELL students’ achievement?
(Consider what you would do: if you were teaching vocabulary and your ELL students were struggling and did not understand the vocabulary through class discussion and activities, what would you do differently?)
- How would you teach vocabulary in a different way to ELL students?
- What are some alternate methods you could use?
(Remember Your method of differentiation should be engaging, innovative, and creative and should support struggling students to master objectives successfully and extend advanced students’ learning through challenging tasks and/or activities).
- If you were the teacher, how would you plan and implement differentiation methods through activities/ instructional teaching strategies based on the specific individual needs of the ELL students? Document and discuss the effectiveness of each method.
- What kind of program would you design for these students to include differentiation (remediation and enrichment) and promote language development and content-area learning if you were the teacher?
Listed are some guiding questions you may want to consider as part of this assignment. Remember that your reflective paper must include research as well as address the five components below:
First: Collect Background Information
- Student’s age, gender
- Students’ native language
- Students’ number of years in the country
- What language (s) do the students speak?
- Is there a paraprofessional who speaks the students’ language(s) or does the teacher use the language?
Second: Conduct Observations with ELLs about their daily routines within a typical school day.
- What support are they receiving?
- How is technology used to enhance their learning?
- Are there support materials available in the student’s home language?
- What types of differentiation strategies/activities did the teacher use for ELL students?
Third: Meet with the teacher who specializes in teaching English as a second language. Ask his or her views about the effects of students’ cultural and prior educational background on their school performance.
- What accommodations does the teacher make to help students adjust?
- What kinds of programs does the teacher consider best for English learners and why?
- What kind of differentiated methods or activities has the teacher used with success with English language learners?
Fourth: Talk and/or interview a student who is an English Language Learner
Ask:
- What it is like to learn English in school?
- What is the hardest part of learning a new language?
- Ask the student to tell you what program, materials, and activities seem to work best for her or him and why.
Fifth: Talk and/or interview with the student’s parent and/or guardian. You might ask the following questions:
- What challenges do you have as a parent to help support the success of your child?
- Have you ever signed up for events or volunteered at your child’s school? If you have not – what are the challenges?
- Do you know about all of the opportunities at the school?
- Have you ever communicated with your child’s teacher? If so, how did you feel about it?
- What are some things that are difficult for you to understand about the school?
- What are some things you think the school could do to improve to support your child?
- Do you think the school is meeting your children’s needs? Tell me why or why not.
- How many years has your child been attending school?
- What do you think the school is doing well for your child?
- How are schools in the United States different from schools in your country?
- How are schools in the United States similar to schools in your country?”
Once you have collected all the information through interview questions, observations and research, write at least 5-7 pages of reflection paper that includes references to experiences in the process and integrates developmentally appropriate instructional materials, resources, and technologies that support your findings. Additionally, in your paper, address theories of second language acquisition and explain the importance of cultural variables in accommodating the needs of English language learners and differentiating instruction for English language learners to improve teaching and learning.
You must include at least 5 peer-reviewed professional journal articles to support your observations and integrate research into your reflective paper.
Submission
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Grading
This assignment is worth 100 points toward your final grade and will be graded using the Instructional Research and Reflection Rubric. Please use the rubric as a guide toward the successful completion of this assignment. For information on how to view the rubric, refer to this
| TSL3081_Instructional Research and Reflection Rubric | ||
|---|---|---|
| Criteria | Ratings | Pts |
| Format/Originality of Work and Research | 15 to >13 ptsExemplaryPaper is clearly formatted using 12-point font and 1-inch margins and is at least two pages in length. The work is clearly that of the author and all citations are appropriate and properly referenced in both parenthetical citations and a works cited page. Minimum of five-seven pages of reflection paper was well-written. The paper clearly includes references to experiences in the process and integrates appropriate research that supports the student’s findings.13 to >11 ptsMeets ExpectationsPaper is properly formatted using 12-point font and 1-inch margins and is at least two pages in length. All citations are properly referenced but the work may rely more on references than on original ideas. The paper includes only four pages of reflection and well -written. The paper includes references to experiences in the process and integrates appropriate research that supports the student’s findings11 to >9 ptsDevelopingPaper may have errors in formatting. Some references may be incorrectly cited in the body of the paper or in the works cited page. Work relies more on references than on original ideas. The paper includes only three pages of reflection and well -written. The paper includes some of the references to experiences in the process and integrates appropriate research that supports the student’s findings9 to >0 ptsBeginningPaper does not follow formatting rules, lacks parenthetical citations and/or no works cited page, and the work relies almost exclusively on the work of others. The paper includes less than three pages of reflection and not well organized. The paper includes a few references to experiences in the process and integrates appropriate research that supports the student’s findings0 ptsNot AcceptableNo paper submitted. | / 15 pts |
| Organization | 20 to >18 ptsExemplaryThe paper is developed in well-organized, clearly written, logical paragraphs that include a clear introduction, a well-supported and developed body, and conclusion.18 to >16 ptsMeets ExpectationsThe paper is developed in logical paragraphs that include a clear introduction, body, and conclusion but may lack some detail and clarity.16 to >13 ptsDevelopingThe paper is developed in paragraphs, but may not have a clear introduction, body, or conclusion, or lacks flow.13 to >0 ptsBeginningThe paper is not developed in paragraphs, is incomplete, and/or is difficult to follow.0 ptsNot AcceptableNo paper submitted. | / 20 pts |
| Mechanics | 15 to >13 ptsExemplaryPaper has no misspellings and/or grammatical errors. The paper included at least 5 peer- reviewed professional journal articles to support the student’s reflective paper.13 to >11 ptsMeets ExpectationsPaper has 1-2 misspellings and/or grammatical errors, but they do not interfere with the readability of the paper. The paper included less than 5 peer- reviewed professional journal articles to support the student’s reflective paper .11 to >9 ptsDevelopingPaper has multiple misspellings and/or grammatical errors. The paper included less than 3 peer- reviewed professional journal articles to support the student’s reflective paper.9 to >0 ptsBeginningPaper contains major errors in spelling and/or grammar that make it difficult to read. The paper included less than 2 peer- reviewed professional journal articles to support the student’s reflective paper.0 ptsNot AcceptableNo paper submitted. | / 15 pts |
| Reflection & Research – Course Concepts | 50 to >45 ptsExemplaryThe paper provides multiple textual examples and details that clearly support the ideas presented. The paper shares further thoughts or questions and make complete connections to teaching ELLs ELLs background information collected through classroom observations and/or interview questionnaires are clear and explained. The paper clearly shows that the student met the teacher and conducted interview with the student and student’s parent and/or guardian to obtain information about the effects of students’ cultural and prior educational background on their school performance. The impact of what has been learned from the course is clearly described.45 to >40 ptsMeets ExpectationsThe paper provided examples but does not support ideas with multiple details. The paper shares further thoughts or questions but may not make complete connections to teaching ELLs. ELLs background information collected through classroom observations and/or interview questionnaires are not clearly explained. The paper somewhat shows that the student met the teacher and conducted interview with the student and student’s parent and/or guardian to obtain information about the effects of students’ cultural and prior educational background on their school performance. The impact of what has been learned from the course is described.40 to >34 ptsDevelopingThe paper discusses issues identified in readings and concepts from the course but lacks detail. The paper may share further thoughts but not connect them to teaching ELLs. ELLs background information collected through classroom observations and/or interview questionnaires are somewhat explained. The paper partially shows that the student met the teacher and conducted interview with the student and student’s parent and/or guardian to obtain some information about the effects of students’ cultural and prior educational background on their school performance. The paper may not reflect any impact from what has been covered or experienced in the course.34 to >0 ptsBeginningThe paper lacks reflection and depth and does not expand on thoughts. ELLs background information partially collected through classroom observations and/or interview questionnaires and are not explained. The paper did not clearly show that the student met the teacher and conducted interview with the student and student’s parent and/or guardian to obtain information about the effects of students’ cultural and prior educational background on their school performance. The paper does not make connections to what has been covered or experienced in the course.0 ptsNot AcceptableNo paper submitted. | / 50 pts |
| Total Points: 0 | ||