Scribd
Upload
153 views3 pages

ESL - 546 Field Exp C Loar

This document summarizes the author's observation of an ESL teacher, Mrs. W, who teaches middle school students with proficiency levels ranging from emergent to intermediate. The author discusses how Mrs. W aligns ELP standards with learning objectives and implements universal design for learning (UDL) strategies. The author observes how UDL helps reduce barriers in the curriculum to engage students through flexible representation of materials, engagement methods, and assessments. During the lesson, Mrs. W used the KWL method to assess students' prior knowledge of the topic in order to tailor instruction to their learning needs.

Uploaded by

Jeannine62V
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
153 views3 pages

ESL - 546 Field Exp C Loar

This document summarizes the author's observation of an ESL teacher, Mrs. W, who teaches middle school students with proficiency levels ranging from emergent to intermediate. The author discusses how Mrs. W aligns ELP standards with learning objectives and implements universal design for learning (UDL) strategies. The author observes how UDL helps reduce barriers in the curriculum to engage students through flexible representation of materials, engagement methods, and assessments. During the lesson, Mrs. W used the KWL method to assess students' prior knowledge of the topic in order to tailor instruction to their learning needs.

Uploaded by

Jeannine62V
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Running head: Clinical Field Experience C: Language Domains and Universal Design 1

Clinical Field Experience C: Language Domains and Universal Design

Jeannine Loar

Grand Canyon University: ESL-546

September 24, 2020


Clinical Field Experience C: Language Domains and Universal Design 2

Field Experience C

For this observation I had the privilege of observing Mrs. W. she is an ESL teacher

working with middle school students in grades 6-8. Her student’s proficiency levels range from

emergent to intermediate. During my time with Mrs. W. I was able to discuss how the district

aligns ELP standards with the objectives, how UDL is implemented as well as how all of these

components aide in developing instruction for the students to activate their prior knowledge and

build upon that knowledge.

When the educator develops thoughtful learning objectives the students are aware of

there the instruction is progressing to and what they are expected to learners well as the criterion

that will measure the progress that the student is making toward achieving the objective. Both

the ELP standards and the objective for learning have been achieved when educators collaborate

to ensure that all students have acquired the knowledge necessary to complete the assessment

demonstrating understanding.

Throughout my observation I was able to observe how UDL helps to reduce barriers

within curriculum in order to engage students. When implementing the UDL strategy the lesson

should include flexible options for representation of the material, and various methods of

delivery and engagement. The goals set for the students should ensure that the standard is aligned

with that goal and that the skill and concepts that are needed to be mastered, that the educator

uses multiple means of engagement and that there are multiple means of assessment as well in

order to obtain as much information about the students mastery of the skill or areas that still need

to be worked on.

In order to have picture of an ELL students understanding of the English language it is

important that the educator use multiple means of assessment. The educator may not only
Clinical Field Experience C: Language Domains and Universal Design 3

document the ELL student’s progression in class, but they could administer assessments that are

multiple choice, fill in the blank assessments as I observed today, essay form or true and false

responses. In todays observation the educator administered a fill in the blank assessment. For

lower students, under the blank the students were given two choices, while basic students had a

word bank and higher students were told to recall from their vocabulary words from the week.

When a student is unable to write what the student knows about a topic the educator may often

have them give an oral presentation of their knowledge as well.

During the lesson that I observed today the educator implemented the KWL method to

assess what the students knew about the topic allowing them to make a connection with what

they knew and what she was going to teach the class. The class talked about what the wanted to

learn about the topic and this produce various answers rom the ELL students. Some had never

heard of the topic, some had great knowledge – I feel this method really gave the teacher a better

understanding of where she needed to go with the lesson to fill in gaps and still engage the other

students with a higher understanding.

You might also like