ED5123 Module 4 Disscussion

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School

American College of Education *

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Course

5123

Subject

Linguistics

Date

Apr 3, 2024

Type

pdf

Pages

2

Uploaded by ProfScorpionMaster2823

Report
Student Population in Need of Differentiated Instruction At Russell Middle School, one student population with which I am frequently in contact is that of the English Language Learners (ELL) subgroup. About 38% of RMS are Latino-identified or come from a family that speaks Spanish as either a primary or secondary language in the home. While the majority of these students are completely fluent in both English and Spanish, about 10% of these students are identified as ELL and are in need of additional supports in the classroom. Unfortunately, RMS does not have a full-time ELL teacher so many aspects of support that such a position would provide are put on the teachers who are largely untrained in ELL education. Because Universal Design for Learning (UDL) describes an educational environment where instruction is presented in a variety of ways, allows multiple assessment opportunities, and supports variety of hooks for student interest (American College of Education, 2021), ELL education should likely focus on incorporating outside-the-box thinking in order to support these students in their education. One useful instructional tool that I use in my class and reiterated by the American College of Education (2021) video lecture series is that of peer mediation and support in the academic setting. I love getting ELL students into groups where there is at least one partner with a common language association and students who show mentor qualities open to helping students one-on-one. Impact of Teacher Leaders As stated before, there is a severe lack of trained individuals who are available to directly support the learning and instructional strategies used to impact the ELL group of students. Because of this, it is difficult to say the degree to which leaders in the building directly impact the learning opportunities of ELL students. However, the school administrators are very supportive when it comes to utilizing instructional time to design targeted supports for this particular group. I am very thankful that I am at a school where administrators support staff to make impactful educational choices even when our funding does not necessarily allow for the best possible opportunities. Specific Needs of Support One area I believe I still need support in ELL instruction is managing the wide variety of languages spoken primarily by students with this identification. While most of my ELL students speak Spanish, there are several students who speak a variety of languages including Turkish, Arabic, and Filipino. The vastness of languages makes tailoring written materials very tricky, and I wish I had more ideas on how best to affect this ongoing issue. Reference
American College of Education. (2021). ED5123 – Diverse Learners: Modules 3 and 4. [Video presentations]. Canvas. https://ace.instructure.com/courses/1972967/external_tools/118428
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