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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In this artifact, I created an ELL lesson report for ITEC 7430. I designed a lesson that
implemented technology-enhanced learning experiences for my English Speaker of
Other Languages (ESOL) course. My students in the class are 9 th and 10th grade
students with diverse language and learning abilities. The lesson lasted three weeks
for 50-minute class periods.

In this artifact, I facilitated the implementation of technology-enhanced learning

experiences by students using Google Docs to create T-Charts for analyzing mood and
tone in a novel, using a website of word examples for tone and mood to help them
select appropriate words, and using videos and news reports from websites outside of
the U. S. to help understand the novel. I differentiated the lesson through novel
selection, We Are Not From Here. The novel chosen was based on analysis of my
learner’s characteristics, reading level, and background knowledge, because the novel
was about characters that travel through South American countries my students are
from.

In completing this artifact, I learned how important it is for my English Language

Learners to feel represented in texts. Based on my student feedback, they felt seen and
more engaged by reading about characters who shared some of their lived experiences
and describe settings they are familiar with seeing. In order to improve this artifact, I
would give support with tone and mood in shorter texts or poems before requiring
students to identify tone and mood in a novel.

The work that went into this artifact positively impacted student learning. The impact
was assessed by asking students questions regarding their feelings on the novel and
work they had to produce. The collection of data from the questions demonstrated that
students felt more engaged and more compelled to produce work from an activity
where they felt represented.