2.

5 Higher Orders Thinking Skills

Candidates 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 characteristics, including readiness
levels, interests, and personal goals. (PSC 2.5/ISTE 2e)

ARTIFACT: ELL Report

The ELL Report was completed in the ITEC 7430 Internet Tools for the Classroom course. This
report and field experience took place at Hamilton E. Holmes Elementary, which is one of the
schools that I support as an instructional technology coach. This artifact highlights the setting,
lesson, and resources that were used to collaborate with an ESOL teacher and her 2nd grade pull-
out students. While the development of the ELL Report was done independently, the details of
curriculum standards, scheduling, and additional support occurred through collaborating with the
K-2 ESOL teacher.

The ELL Report provided several opportunities to model and facilitate a technology-infused
lesson that appropriately differentiates content for ESOL learners. Through collaborating with
the primary ESOL teacher, we were able to co-teach a social studies lessons for nine students
using Google Tour Builder. We were able to act as facilitators to guide their learning while
providing them with necessary support, as needed. After gaining insight on building appropriate
pedagogical strategies through the IRIS module and collaborating with the ESOL teacher, I was
prepared to gather how to appropriately design and implement the lesson. The ESOL teacher
noted how many of her learners struggled with reading and that she wanted to use that as a basis
for differentiating content. Snap and Read is a Google Chrome extension that reads highlighted
text on webpages. This was one of tools used to provide readily available resources that
supported the content, process, product, and the learning environment. Using the second
grade Georgia Standards of Excellence for social studies and English-Language Arts (ELA),
students were to use the information gained for the teacher-made Google Tour Builder guide to
learn about different regions on Georgia and to construct a friendly letter explaining their
favorite region. The Google Tour Builder resources acted as a hub that had VR images, standard
images, weblinks, and videos to informed students as they moved along a virtual map. Learner
characteristics were considered through the teacher coordinating how to work with students
who needed specific supports. The learning environment presented a safe and inviting space for
students to ask questions, collaborate, and to work independently, as the tone and expectations
were established prior to them starting the artifact. Through the use of digital resources and
teacher guidance, the content and process of the lesson was adjusted as needed for each
individual student to build their vocabulary, support the use of their prior knowledge, and to
provide them with an engaging experience.

Completing various components of this artifact exposed my limited experiences with developing
appropriate lessons for English-Language Learners. Working through the IRIS module was
beneficial, because it established my foundational understanding for using developmentally
appropriate research-based strategies to design engaging learning experiences. I thoroughly
enjoyed working with the ESOL teacher and her eager scholars, but being given additional
opportunities to work closely with this population would deeply enhance my ability to support
other ELL groups that I may encounter in the future. Aside from the teacher and students
enjoying our time together, I would have also appreciated constructive feedback on how useful
the project was for their learning experience.

This artifact was impactful for the students and teachers that I support, as they were able to
experience a new way of covering social studies and ELA content. Additionally, the ESOL
teacher was able to see how technology could be used to support differentiation and enhance the
learning environment for students. This artifact has the potential to impact staff by showcasing
appropriate strategies and ideas other teachers could use to support the ESOL students in their
environments. Students were impacted because they were able to use developmentally and
instructionally sound digital resources that promote independent learning with readily available
support.