Competency 1
Synthesize Knowledge
For the competency “Synthesize Knowledge”, I have chosen artifacts from EDCI 5300 that pertain to English Language Learners. The first sub-competency, “Demonstrate ability to read and understand educational literature related to discipline”, is demonstrated by the reflections and connections to the reading in “Observation #1.” This artifact exhibits class interactions and instruction by the teacher that are guided by academic literature regarding best practices for the education of English Language Learners. This document references important experts in language learning and their relevant works. Literature by Spring, Lightbown, Spada, and Purdue’s very own Dr. Wright is used to understand the depth of knowledge required when instructing English Language Learners. Their material is referenced often to help me, the teacher, understand my students’ academic background and the importance of building upon that knowledge without destroying their first languages and cultures.
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“Observation #2” from EDCI 5300 helps demonstrate sub-competency two, “Demonstrate ability to describe fundamental theories of human learning.” This document shows a COLT (Communicative Orientation of Language Teaching) observation and a SOLOM-R (Student Oral Language Observation Matrix-Revised). The SOLOM-R shows how I determine my students’ proficiency when speaking. The COLT observation allows me to understand how students learn and respond to information they learn during instruction. Within this artifact, I describe the results of these assessments, which are common, fundamental ways to help determine what ELL students know and how to best provide instruction. It is imperative that I know how to fundamentally assess a student's knowledge, ability to learn, and their application of what they have learned.
The final sub-competency is “Apply knowledge of human learning, diversity, and effective pedagogy to solution of problems in your discipline.” The artifact that demonstrates this knowledge is “Observation #3.” This artifact exhibits the assessment of a student’s reading through the use of a running record and writing skills. A running record occurs when a teacher has a student read a short piece of literature. The teacher assesses for reading errors, such as word insertions and word deletions. After the student has completed the reading, the teacher is able to determine whether or not the student is reading at an appropriate level. They may need literature that is slightly easier or a bit more challenging. This is also true of the assessed writing. The results of the assessment give insight to the student’s developing language skills and help teachers learn where the student has strength and where the student needs more support. This guides the teacher towards appropriate and effective instruction for the assessed student.
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As a certified teacher of English Language Learners, it is important that I utilize all of these sub-competencies to assess my students’ knowledge and help them grow their English proficiency. The appropriate application of relevant academic literature, fundamental educational theories, and inclusive pedagogy are all necessary to create a successful classroom where students show growth. Continued reflection and research are also needed to stay on top of ever-changing information that will help improve my breadth of curriculum and the efficacy of my instruction. These artifacts demonstrate a small, yet important part of how I am able to synthesize knowledge.
