6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: ITEC 7430 English Language Learners Field Experience Report and Reflection
The artifact I am using to engage in appropriate field experiences to synthesize and apply the context and professional learning, skills and dispositions identified in these standards is the ELL field experience report, summary and reflection I completed in ITEC 7430. The purpose of this artifact was to record my initial thought in regards to students with limited English proficiency, a record of the various skills and activities to support these learners in math instruction, describe resources to support learning objectives for ELL students, and a reflection on the activities in the project.
This artifact supports the synthesis and application of content and professional learning through a field experience. In the first stages of this field experience, documentation of initial thoughts engages the dispositions before synthesis and application of appropriate skills to teach students with English as a second language. The key dispositions are what do teachers need to know about students who are learning English, general instructional pedagogical practices to support these diverse learners, and what to consider when assessing these students in the classroom. My explanation provides examples of small groups to promote engagement, working with collaborating teachers in the building, using images, sentence frames and repeating directions as necessary. I also discuss the importance of being mindful during everyday interactions. This ensures students feel the support and value in the classroom. Next came the application of skills from the modules and best teaching practices during this field experience. I describe my experience and knowledge in supporting ELL students. The setting, days, times, and most importantly, the students. I also describe the process and experiences during the day-to-day activities. The focus, use of various tools, objectives, modifications and student progression. I record the field experience in a chart organizing the information, objective, assessment and evidence of student learning. The most critical component was organizing and synthesizing the evidence of student learning. I also share the resources I use to support ELL students. Finally, I record my thoughts on the initial questions based on the field experience. Synthesizing the application of best practices for students with limited English proficiency.
After completing this field experience, readings and ELL module, I have a great set of strategies and resources to ensure I meet the diverse learning needs of students in my classroom. Understanding your learners and reflecting on how to best serve them in your instructional practice is key to student achievement. Utilizing sentences frames, small group structures and promoting mathematical concepts visually supports diverse learners, enabling them to be successful and engage in productive struggle, rather than frustration and misunderstanding.
This artifact supports faculty development and school improvement with the use of best strategies and reflection on diverse learning needs. In Clarke County, many students come to the classroom with limited English proficiency. Having the skills and dispositions to engage these learned and meet them where they are is critical in their success in all subjects.
This artifact supports the synthesis and application of content and professional learning through a field experience. In the first stages of this field experience, documentation of initial thoughts engages the dispositions before synthesis and application of appropriate skills to teach students with English as a second language. The key dispositions are what do teachers need to know about students who are learning English, general instructional pedagogical practices to support these diverse learners, and what to consider when assessing these students in the classroom. My explanation provides examples of small groups to promote engagement, working with collaborating teachers in the building, using images, sentence frames and repeating directions as necessary. I also discuss the importance of being mindful during everyday interactions. This ensures students feel the support and value in the classroom. Next came the application of skills from the modules and best teaching practices during this field experience. I describe my experience and knowledge in supporting ELL students. The setting, days, times, and most importantly, the students. I also describe the process and experiences during the day-to-day activities. The focus, use of various tools, objectives, modifications and student progression. I record the field experience in a chart organizing the information, objective, assessment and evidence of student learning. The most critical component was organizing and synthesizing the evidence of student learning. I also share the resources I use to support ELL students. Finally, I record my thoughts on the initial questions based on the field experience. Synthesizing the application of best practices for students with limited English proficiency.
After completing this field experience, readings and ELL module, I have a great set of strategies and resources to ensure I meet the diverse learning needs of students in my classroom. Understanding your learners and reflecting on how to best serve them in your instructional practice is key to student achievement. Utilizing sentences frames, small group structures and promoting mathematical concepts visually supports diverse learners, enabling them to be successful and engage in productive struggle, rather than frustration and misunderstanding.
This artifact supports faculty development and school improvement with the use of best strategies and reflection on diverse learning needs. In Clarke County, many students come to the classroom with limited English proficiency. Having the skills and dispositions to engage these learned and meet them where they are is critical in their success in all subjects.