Planning and Preparation

Using Google Translate, daily activities, assignments and projects are able to be translated for ELL student populations. Attached is an example of a Google Doc that includes instructions for a class period converted in Arabic. This encourages an efficient classroom where ELL populations are able to receive directions in their primary language, lessen feelings of isolation and dedicates more time to learning rather than simply understanding directions.

Google Forms is a profound formative assessment tool that allows me to modify question types, answer selections and layouts to meet IEP accommodations. Paired with Google Classroom and grouping options, various assessments can be assigned to different students at the same without them knowing who has what. Additionally, this practice nearly extinguishes the social implications of students receiving different assessments in front of their peers.

I am not a technology integration advocate; I am a meaningful integration of technology advocate. To this end, I use all types of tools in my classroom (i.e. paper, pencils, markers, whiteboards, digital tools, etc.). When considering technology use, the SAMR model has been an influential guide to validate instructional activities, where I emphasize modifying and redefining. Some examples include:

• Using Flipgrid to allow students to record, share and collaborate on video reflection journals
• Using Google Sheets to analyze sugar content in popular youth drinks
• Using online sources to review and compare diverse food options from around the world

The following provides validation for my attention to Domain 2: Planning and Preparation. The attached document is an observation report that focused specifically on this domain.