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DIVERSITY

(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native
White X
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency (ELL) X
Eligible for Free/Reduced Meals

Reflection
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?
Working with Jon during the ELL experience enlightened me to the unique difficulties that ELL students can face in the classroom. However,
technology exists that can make them more successful in understanding content and participating in class. Also, skills taught during the ELL module
can make a difference to many students who might struggle with understanding vocabulary and discussion components of the classroom environment.
Understanding how to engage students using technology, even if they dont speak the language of the classroom, is a great tool for leaders to use.

2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes,
beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected above. Use the language of
the PSC standards in your answer and reflect on all 3knowledge, skills, and dispositions.)

Knowledge - Normal interactions in social studies class include several concepts of student-centered instruction. Through this module, I learned that
using informal assessments such as mind-mapping (semantic mapping), read-alouds, and debates are better for ELL students to demonstrate
knowledge of the content without struggling with language barriers. More structured activities included vocabulary building, drawing and pictures and
diagrams, map-making, and evaluating political cartoons can give ELL students a way to interact with the material in a way that does not present
written language, giving them a feeling of accomplishment.
Skills I learned many new skills that I didnt know before about addressing the needs of an ELL student. Most notably is the use of comprehensible
instruction in teaching new skills and using prior knowledge to activate memory of past, home language skills in relation to the new ones.

Dispositions Working with students who can complete grade-level work when it is modified to meet their ELL needs, but cannot complete work due
to limitations due to language allows me to understand the proper disposition that will give them the best chance at success. Being knowledgeable and
establishing a rapport with the student allows the teacher and student to work cohesively.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the
impact be assessed?
Teaching ELL students in my district is going to be a need that will have to be addressed as the county continues to grow. As more elementary and
another middle school is being constructed, more families from diverse backgrounds will consider moving in to the excellent school system that we
have. Addressing the needs of ELL students may need to become integrated with our move to adopting a 1:1 technology plan next year. We may be
able to positively impact ELL learning using web tools and technology like we havent in the past, increasing rates of mobility out of the ELL
program.

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