4.3 Diversity, Cultural Understanding and Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding and increase global awareness.
Reflection
The ELL lesson was completed to provide a learning opportunity for diverse learners that speak another language. The ELL lesson took place in my classroom at Westside Elementary School.
Standard 4.3, Diversity, Cultural Understanding and Global Awareness establishes expectations for modeling and facilitating the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to support diverse student needs. The student complete activities using an interactive reading software called iRead. One of the many features of iRead is the ability to change the language setting so that the student hears the instructions in English and Spanish. This feature enhanced cultural understanding and increase global awareness for the student. The student progressed in the program after changing the language settings. The ELL lesson established goals and objectives for the student to meet and the student was able to meet the goals through the use of the digital tool. According to the program, the student could correctly identify the letters of the alphabet and the letter sounds. I was also able to use another resource called CAN DO descriptors provided WIDA Consortium to determine the students level of English language proficiency. This allow me to help the student without reaching a level of frustration for her. The descriptors also help me when setting goals and objectives for the student.
Completing this lesson with a diverse student allowed me the opportunity to enhance my cultural understanding. I was able to think about the level of difficulty the student was experiencing because of the language barriers. I was also amazed at the progress the student was able to make after changing the setting in the interactive reading program. One thing is would do differently is provide the student with more aids such as vocabulary or word cards with both English and Spanish.
This artifact impacts student learning by increasing their knowledge and supporting their individual needs. It can be assessed by the student’s ability to complete the task and by the level of achievement the student makes on the ACCESS assessment.
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding and increase global awareness.
Reflection
The ELL lesson was completed to provide a learning opportunity for diverse learners that speak another language. The ELL lesson took place in my classroom at Westside Elementary School.
Standard 4.3, Diversity, Cultural Understanding and Global Awareness establishes expectations for modeling and facilitating the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to support diverse student needs. The student complete activities using an interactive reading software called iRead. One of the many features of iRead is the ability to change the language setting so that the student hears the instructions in English and Spanish. This feature enhanced cultural understanding and increase global awareness for the student. The student progressed in the program after changing the language settings. The ELL lesson established goals and objectives for the student to meet and the student was able to meet the goals through the use of the digital tool. According to the program, the student could correctly identify the letters of the alphabet and the letter sounds. I was also able to use another resource called CAN DO descriptors provided WIDA Consortium to determine the students level of English language proficiency. This allow me to help the student without reaching a level of frustration for her. The descriptors also help me when setting goals and objectives for the student.
Completing this lesson with a diverse student allowed me the opportunity to enhance my cultural understanding. I was able to think about the level of difficulty the student was experiencing because of the language barriers. I was also amazed at the progress the student was able to make after changing the setting in the interactive reading program. One thing is would do differently is provide the student with more aids such as vocabulary or word cards with both English and Spanish.
This artifact impacts student learning by increasing their knowledge and supporting their individual needs. It can be assessed by the student’s ability to complete the task and by the level of achievement the student makes on the ACCESS assessment.