Target7_Gomez
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Saint Leo University *
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462
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Communications
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Apr 3, 2024
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docx
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Uploaded by ProfRain9446
Heather Gomez
Targeted Reflection 7
EDU 465 – Seminar 3
Differentiation for Els
“Differentiated instruction is an approach in which teachers assess students to determine how they differ on an array of characteristics and then modify instruction to honor that diversity. Ongoing assessment helps teachers maintain a flexible understanding of students’ needs” (Diaz-Rico pg. 216). There are four parts that we must differentiate for our English learners: content (information or skill), process (making sense of content), and product (demonstrate what’s learned). Throughout my practicum, and these last few months as the sub teacher, I have tried to think outside the box and relate what I am teaching to what the students know. Currently, I am teaching decimals and one-tenth (& one-hundredth) more or less. I went around and asked students if coins exist in other native countries because if the Els never saw coin money before, than they still won’t understand when I begin to relate one-tenth to a dime. I also pair a L1 English learner with a L4 or L5 to help translate and explain if the process is not something that is familiar. Another strategy I have used and seen used by many teachers is the use of a graphic organizer or KWL chart for our Els who need assistance with new information or vocabulary. Graphic organizers are great for accessing prior knowledge. I also give extended time or limit the number of questions they need to answer. For example, if I gave a worksheet with 20 problems, I tell my L1/L2 and ESE to start by only doing the evens. This has really helped with getting their work completed. I want to incorporate building on background knowledge by front loading information to students and providing them (and their families) with videos that can help with the topic we are learning. “Unquestionably, Latino/a students need to be connected socially, emotionally, and academically to their schools. Latina/o students must experience teachers and a school curriculum that accepts them for whom they are and encourages them to grow to whom they can become . . . .” (Diaz-Rico, pg. 217). While reading this I was reminded of my cooperating teacher who tries to learn a new Spanish word each day. She wants her Spanish learners to feel comfortable and her way to do that is to have them feel like they are apart of the learning by
Heather Gomez
Targeted Reflection 7
EDU 465 – Seminar 3
teaching her. I have also started this and the students love to laugh at how hard it is for me to roll my r’s. My school as a whole also tries to encourage not only our ELL students, but their families as well. We offer free English classes every Tuesday and Thursday. In return, the school also offers Spanish class every Wednesday for the staff to learn to learn the language. Diaz-Rico, L. T. (2017). Crosscultural, Language, and Academic Development Handbook, The (6th ed.). Pearson Education (US). https://reader.yuzu.com/books/9780134293042
Ford, K. (2019, February 7). Differentiated instruction for English language learners
. Colorín Colorado. https://www.colorincolorado.org/article/differentiated-instruction-english-
language-learners
Ferlazzo, L. (2021, March 5). Response: Ways to differentiate instruction for ells (opinion)
. Education Week. https://www.edweek.org/teaching-learning/opinion-response-ways-to-
differentiate-instruction-for-ells/2018/12
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