Jana Brewer

2.5 Differentiation - 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.
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Briefly describe the artifact and the context in which it was created. What was your individual
contribution(s)?
The ELL Lesson I developed and implemented in ITEC 7430 provided new opportunities

and strategies for a student I worked with to learn to master seventh grade science content

although his primary language is Spanish. Before beginning my work with the student, I met

with him and the ELL specialist at our school to ensure I was meeting his needs appropriately.

Through this lesson, I provided him with multiple means of representation for the content we

were learning so he could better understand including Quizlet and Quizziz for vocabulary review

since pictures could also be included. This lesson included videos, hands on activities, interactive

notes that included pictures, links to resources, and videos. This lesson also allowed the

students to work with a partner so he could communicate the content knowledge verbally to his

partner, who wrote the answers down, and they turned in the work together.

Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
To best meet the needs of this particular student, I modeled and facilitated the design and

implementation of technology-enhanced learning experiences to provide this student with access to

seventh grade science content. To begin, I met with the ELL specialist in the school and determined

specific learner characteristics for the student I was working with. Upon this discussion, I found that the

English this student understood was what we had learned at school because the primary language

spoken at home is Spanish. It was also shared with me that this student is interested in art, including

drawing and making models, hands on activities, and talking to friends. When determining the activities

this student would be completing, I kept this information at the front of my mind. Using a Google Slides

presentation, I shared the vocabulary term, definition, and picture for each of the new words we were
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learning with the student. The student used this to create a foldable to put the definitions in his own

words. To differentiate the content, the student worked with a partner to remove a specific cell

structure to determine what would happen to the cell without that part. After completing both of the

previous assignments mentioned, another way I differentiated the content was when the student built a

cell model using his choice of supplies to represent different cell structures and explain how. While the

student struggled with this objective more than the other assignments, there was evidence of student

learning because he was able to explain his choices of supplies and make connections to the content.

What did you learn from completing this artifact? What would you do differently to improve the
quality of the artifact or the process involved in creating the artifact? (Not changing anything is
not an acceptable response.)
The work I did to complete this artifact and prepare to complete this artifact taught me

how to provide appropriate learning experiences for ELL students in my classroom. This is not

something I learned through my bachelor’s program or any other professional learning. Since

there are a handful of ELL students I work with every year at my school, this assignment was

incredibly impactful to my teaching practice. In the future, I would also have discussions with

previous teachers the ELL student had to determine activities and assignments that the student

had the most success with and implement them into the lessons I prepare. I think it would also

be beneficial to use the activities and assignments the student struggled with in the past and

rework them so the student is able to work on developing in areas of struggle while also

continuing work in areas of strength.

How did the work that went into creating this artifact impact school improvement, faculty
development, or student learning? How can this impact be assessed?
The work that went into creating this artifact had a direct impact on student learning and faculty

development. The student I worked with was provided opportunities that met him where he was

and allowed him to expand science content knowledge as well as practice his language skills. This
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also had an impact on faculty development because it provided me with new knowledge and skills

that I shared with my coworkers who also teach this student and other students with similar needs.