Excel

In my technology class we covered the uses that the Excel software program has. I have been using excel for many years now, but this was the first time I was using it to make student-friendly things! I had no idea that there was so much more to Excel than boring spreadsheets. I think Excel is a very convenient application that deserves to be given a second look. It can be very functional if used properly, for example, it can help students and teachers create a budget, display charts and graphs that can be easily manipulated, create different crossword puzzles depending on the student level, seat charts, time lines and more. In addition, it is very flexible as far as sizing, fonts, colors and templates. I also believe this program can be used by students of all ages and all intelligences. It is easy to create differentiated material and allows the students to go at their own pace.

Research paper

As teachers we always hear about special accommodations to meet the needs of students and although this is a great and fair concept, many times the accommodations we use are not making a difference for the students we mean to help. Because of this, I chose to write my research paper on accommodations for ESL students focused on testing and instruction delivery. “Fairness does not mean everybody gets the same; it means everybody gets what they need”. I feel this saying applies perfectly to testing ESL students. Giving these students extra time and a dictionary has been a popular accommodation. However, many times the use of a dictionary alters the construct being measured and therefore the test will not be an accurate representation of what the ESL student knows. Some of the research I found shows how computer accommodations are effective in providing these students with the proper scaffolding and accommodations they need in order to receive fair testing. I feel this is very important for ESL students and for educators as well, since a portion of the APPR score depends on how well these students score on the tests. Another interesting finding has to do with the listening portion of testing. There is computer software that slows down the tempo without changing the pitch. This helps ESL students understand the listening input. This could make a huge difference for students starting to learn the English language. Although this technology might not push any changes at the state level with regards to testing, it is something that can be used with students daily in the classrooms. When it comes to instruction, technology can be extremely helpful to teach main elements of the English language. Based on the research I found, there are computer-assisted instruction programs and multimedia technology that can help ESL students develop phonological awareness and a more in depth understanding of phonics. In addition, technology can help with the acquisition of grammar, comprehension, writing and speaking. I believe this technology targets their different levels of proficiency and makes instruction appealing, engaging and most importantly, a more successful experience for ESL students.

Educational video

I have to say this video made it to my top five “must watch” educational videos. I know we were asked to chose one aspect of the movie that impacted us the most and write about it, but I find it very difficult to just choose one since there are so many of them that I find extremely relevant. The speaker showed how the thinking process of a student with a learning disability works; how lonely, singled out and afraid they feel most of the time, and how frustrating this can be for the student and the teacher as well. The whole idea of “showing” somebody how it feels to be a certain way is very powerful. You can spend years researching and reading literature about students with learning disabilities but nothing is going to give you a better understanding than actually putting yourself in their position. I feel this is the same with English language learners (ELLs). Through my graduate program here at Nazareth, I have come to see how little content teachers really know about them. ELLs are usually “studied” at the same time students with disabilities are discussed without giving much depth or a second thought. An ELL is NOT automatically a student with a disability. However, they do go through the same situation that was described in the video. What content teachers fail to see is that the cause of it, is their language barrier not a disability. This is not to say that ELLs do not have learning disabilities. Of course some of them do but statistics show that they largely overrepresented in the special education population. Teachers and future teachers hear about ELLs all the time. They know ELLs are going to be part of the classroom and part of their APPR score. If they are lucky they might even talk about ELLs during their graduate classes in conjunction with words like “scaffolding” and “differentiation”. But nobody shows them how does it feel to be one. Unless you start seeing them through different eyes and putting yourself in their shoes you will never be able to be as effective as you can as their teacher. Please don’t think I am bashing content teachers! I am most certainly not. I believe they come to the classroom with a lot of knowledge and great intentions. However, I do believe that the lack of exposure and relevant information about these student populations (ELLs and students with learning disabilities) will sadly result in a lack of understanding and empathy for them. I have an idea. What about a video just like this one to show teachers (I guess during their PD hours since they don’t do it in their graduate programs…) how do ELLs feel when they are sitting in their classes? Understanding and empathy are strong feelings that can totally change the way you look at these students

Visual Learners

There are not two students that are alike. They all have different interests, different cognitive levels and most importantly they all process information in different ways. The latest one is what we refer to as multiple intelligences preferences. Fancy word for “how this student learns best.” One of these intelligences refers to visual learners, who are students that prefer using imagery to acquire ideas. Some learning strategies that I may take into account when working with a visual learner includes using images whenever possible, pictures that convey the meaning of concepts presented, color and anything that helps them process the data. Some ways I might do this is by giving them the opportunity to use programs available such as Inspiration to help them create their own “mental map” to understand the content, make connections and bottom line, make sense of the information they get. Sadly, technology is not always available and therefore I will introduce and explain in detail how they can benefit from diagrams and charts readily available to them. I feel this is very important especially when teaching ESOL students since they need extra support to grasp the concepts being taught. This will scaffold the material in a way that will make it more accessible for them.

Webquest

The concept of a webquest is something new to me but I personally think that it is a great idea since nowadays the Internet is more accessible to students and teachers are using it as an instructional tool. Webquests appear to be a fun way to help students discover new facts and events while improving engagement and motivation. Since I will be teaching ESL students, I believe this will help me scaffold the material to their level by providing not only content information but language support as well. I can also use a webquest to, help them activate and/or create the necessary background knowledge they are going to need as a point of reference for their understanding. The fact that a webquest can be accomplished cooperatively is also very beneficial for students especially English Language Learners. Many times ELLs have a high affective filter and are simply not ready to interact with classmates in a big classroom setting. Providing them the opportunity to work collaboratively with small groups, will help them become more confident and practice their language skills in a group environment more conducive for learning. All students will have to learn to work together and support each other since they all are in the same group.