Diversity
Throughout their careers, teachers often interact with diverse groups of students. A single class may contain students from different cultural or ethnic backgrounds, from different socio-economic situations or with differing levels of English language acquisition or educational abilities. Teachers need to be able to reach all of those various groups of students at the proper level for the students. Throughout the Specialist in Instructional Technology program, we focused mainly on techniques to meet the needs of English Language Learners and Students with Disabilities. We also discussed how to meet the needs of learners from diverse socio-economic situations. Finally, at the same time that I completed my coursework for this program, I also worked to earn a gifted endorsement learning about the diverse needs of gifted students.
Through the specialist program, I learned additional details about the needs of English language learners. The most telling takeaway for me was that in addition to the difficulties that most English Language Learners have with language acquisition, many come from backgrounds in which education did not take a high priority. While the main characteristic that many people consider regarding English Language Learners is their proficiency in the English language, it would be a mistake to disregard educational background. In many of the countries from which ELL students move, educational options comparable to those in the United States do not exist. Further, in many of those areas, the culture dictates that education take a back seat to family duties, particularly for males. Acknowledging and overcoming those attitudes and weaknesses can allow for teachers to better reach English Language Learners.
In addition to ELL students, the EdS program discussed strategies for reach students with disabilities. My main lesson was that technology can be very useful in providing differentiated instruction for learners at all levels and with diverse learning needs. I have learned valuable techniques for allowing students the freedom to choose their learning styles, activities, or the method by which they will be evaluated. The instructional technology program also afforded me a new toolbox of methods to allow students to access content in their preferred method of delivery. I learned how to create videos, screencasts, podcasts, and websites to deliver the information students need. I also learned how to use Wikis to allow students to have ready access to class materials and be able to edit. Finally, I learned about the use of bookmarking services and RSS feeds to allow students to save links and have them available across the school computer network.
Diversity Activities
- Work with the ELL teacher to understand the different translation aids available to and in use by students
- Worked with the special education department to understand accessibility software such as CoWriter available to students with disabilities
- Served on the School Strategic Plan team to create the school improvement goals for the year with a particular focus on improving the academic performance of students with disabilities and English Language Learners
- Created a blog post rubric for use in my classes that allows for differentiation for my students with different ability levels.
- Edited online lessons to include scaffolding and differentiated delivery for students with different ability levels
- Researched, created, and delivered a mathematics vocabulary lesson to a group of English Language Learners and students with disabilities as review prior to CRCT testing
- Designed, created, and delivered professional learning experiences for teachers to help them use technology resources in their classrooms to reach diverse learners
Through the specialist program, I learned additional details about the needs of English language learners. The most telling takeaway for me was that in addition to the difficulties that most English Language Learners have with language acquisition, many come from backgrounds in which education did not take a high priority. While the main characteristic that many people consider regarding English Language Learners is their proficiency in the English language, it would be a mistake to disregard educational background. In many of the countries from which ELL students move, educational options comparable to those in the United States do not exist. Further, in many of those areas, the culture dictates that education take a back seat to family duties, particularly for males. Acknowledging and overcoming those attitudes and weaknesses can allow for teachers to better reach English Language Learners.
In addition to ELL students, the EdS program discussed strategies for reach students with disabilities. My main lesson was that technology can be very useful in providing differentiated instruction for learners at all levels and with diverse learning needs. I have learned valuable techniques for allowing students the freedom to choose their learning styles, activities, or the method by which they will be evaluated. The instructional technology program also afforded me a new toolbox of methods to allow students to access content in their preferred method of delivery. I learned how to create videos, screencasts, podcasts, and websites to deliver the information students need. I also learned how to use Wikis to allow students to have ready access to class materials and be able to edit. Finally, I learned about the use of bookmarking services and RSS feeds to allow students to save links and have them available across the school computer network.
Diversity Activities
- Work with the ELL teacher to understand the different translation aids available to and in use by students
- Worked with the special education department to understand accessibility software such as CoWriter available to students with disabilities
- Served on the School Strategic Plan team to create the school improvement goals for the year with a particular focus on improving the academic performance of students with disabilities and English Language Learners
- Created a blog post rubric for use in my classes that allows for differentiation for my students with different ability levels.
- Edited online lessons to include scaffolding and differentiated delivery for students with different ability levels
- Researched, created, and delivered a mathematics vocabulary lesson to a group of English Language Learners and students with disabilities as review prior to CRCT testing
- Designed, created, and delivered professional learning experiences for teachers to help them use technology resources in their classrooms to reach diverse learners