Planning for Differentiated Inclusion

Artifact Description: I created this Sound Wall for EDUC342: Methods and Materials for Teaching Bilingual Students. The focus of the assignment was to make a Word/ Sound Wall for our future Bilingual students. It helps students use cognates in their primary language as a tool for understanding a second language meanwhile supporting the learning environment for such students. 

Connection: This Word Wall shows I can "develop or select relevant instructional content, materials, resources, and strategies (project-based learning) for differentiating instruction" (3Q). This Sound Wall shows proof of such through my understanding of the importance of Sound Walls in a classroom setting because it helps build content literacy, and helps students better comprehend and interpret words from a text. It is an interactive tool that should be used to display content vocabulary. It allows students to build bridges between languages and helps students take full advantage of existing relationships between sounds in languages (students' primary and second language). 

What I learned: Creating this Sound Wall, made me realize the importance of building a bridge between English and Arabic sounds; to allow students to see the similarities and differences between both languages. It allowed me to notice the beautiful relationship between both languages, as well. This assignment taught me that students become independent learners with the support of a cognate wall because they can use it as a resource when it is displayed for them in the classroom. It can be used to improve literacy in all curriculum areas by helping students build their vocabulary, improve their spelling in written work, and explain their ideas through oral communication. 

Artifact Description: In EDUC380: Diverse and Learner Ready Teaching we were assigned to write seven lesson plans. I created these lessons while I was completing my observation hours at Reavis High School teaching three different classes. All seven lesson plans were created based on student data. Each lesson plan consisted of different activities and forms of assessments that were adjusted to fit students' needs. 

Connection: This shows that I "understand when and how to adjust plans based on outcome data" (3D). In addition, it showcases I can "provide different pathways based on student needs" (3M). At the end of each lesson, and after gathering data on student learning; I had to reflect on by writing a reflection about the assessment and evaluation of student learning. 

What I learned: Gathering data about student learning and reflecting by the end of each lesson helped tremendously because I learned how to adjust my lesson plan to meet my student's needs and goals. It allowed me to plan activities that suit my students and their needs. Such evaluation and assessment help me as an educator to monitor my students' progress while meeting their needs and goals. When collecting data, as an educator, it helped signify whether students met the objective of my lesson. If not, then I had to change my lesson for the upcoming day(s) to my students' needs and goals or modify my lesson for my students.