Record- In Tch and Lrn 333 we had an Alternative Assessment Assignment where we were

instructed to read a bio about an ELL student and then determine the best way to assess the
student in a non-traditional way. For this assignment our student struggled with listening and
reading so it was determined that assessing the student through observation would be best. In
this assignment we wrote a paragraph explaining why this form of assessment would be best
based on the student’s current circumstances of learning English and struggling with listening
and reading. For Tch and Lrn 352 we were assigned to write a math teaching philosophy
statement detailing how we as educators can reach all learners while teaching math. This
philosophy dives into alternative ways to teach math and what methods and theories should be
used to help students succeed in math.
Reflect- Looking back at my Tch and Lrn 333 Alternative Assessment assignment it really
reminded me of how important it is to be flexible and accommodating with students not just
with assessments but with everything in the classroom. I wish with this assignment we had
multiple students to come up with alternative assessments for as this would better help me
prepare to teach as every student’s circumstances and needs are different and I will be
expected to meet each student where they are at. After revisiting my Tch and Lrn 352 math
teaching philosophy statement I wish that I had included ways to help ELL students in the math
content area. I could have included information about using lots of visuals like charts, pictures
or manipulatives or about how to use an ELL student’s prior knowledge. Being aware of an ELL
student’s prior knowledge is important because it may vary vastly compared to a native English
speaker who has grown up in the community as cultural differences directly shape our
experiences and prior knowledge. A story problem may present road blocks for an ELL student
not just because it is English but because it may speak of objects or instances that the student is
not familiar with due to cultural differences so it is crucial that I as an educator am mindful of
what each student is bringing into the classroom so that I can be accommodating with material,
assessments and any other classroom task.
Analyze- This Alternative Assessment assignment from Tch and Lrn 333 demonstrates how I
have met competency 4.G because I thought outside of traditional assessment strategies to
determine what would set the student up for success based on their current proficiency level
and familiarity in the classroom. By choosing to use observation as a form of assessment this
demonstrates how I value what students are able to do instead and will tailor assignments and
assessments to their current level of English proficiency instead of penalizing them for what
they are not yet able to do at their current proficiency level. The math teaching philosophy
statement demonstrates that I met competency 4.C as I am comfortable thinking outside
traditional education norms, promoting movement within the classroom through hands on
activities where students can interact with material leading to solidifying students’
understandings of different methods of operation. Each of these reasons show how I use a
wide range of tools to teach math which will be no different when it comes to ELL students in all
content areas. With ELL students, manipulatives are a great tool to use with math as it is a
visual that can convey the operations that can reaffirm what English words are being used to
describe. Hands on activities and visuals help ELL students at varying proficiency levels as it
allows students to participate and have another means of communicating ideas that can be
understood by everyone despite what language you speak.
Act- ELL students should be always be given assessment accommodations or entirely different
means of assessment when applicable as they should not be forced to perform like other
students who are native English speakers as that will put them at a disadvantage. Just because
the mode of communication a student uses to convey their content knowledge does not mean
that should be viewed as lesser or be put at an immediate disadvantage.