Digital Equity

This module has helped me understand how digital equity has or will impact my teaching in the following ways: 

Digital Equity is such an important part of the classroom and/or teaching.  It is vital that we meet all students' needs.  While I feel I do a good job with my low/special needs students, I often neglect the gifted and talented students.  Teaching at a project based school we focus on mastery.   My GT students often master standards quickly and don't need a lot of reteaching in small groups.  Therefore, they sit reading or drawing while I work with my lower groups.  This is not fair to them!!! 
After reading the assigned articles and watching the videos, I play to do the following with my GTs.  (This will allow them to continue the learning process with extension projects. )

Goals of mine for GT students: 
1.  Have them teach/work with lower groups
2. Create project-based assessments
3. Use technology to enhance their learning on certain standards 
4. Present digital projects to other classes and/or parent nights
5. Explore their own interests and create presentations


One thing I never considered is that GT students sometimes don't feel comfortable working in groups where they may have to take on more responsibilities.  And others thrive on it.  It is my responsibility to know these students we enough and give them the opportunities to do what is best for them.   While they do need to learn to collaborate successfully with others, sometimes, they need to do their own thing.  

Another group of learners are my ELL babies.  I have made the mistake of putting them all together so they can communicate easier.  However, this only enables them to not learn the English language.  I have a sweet Hispanic this year who has made leaps and bounds with his language because he is with a group of only English speaking students.  They encourage him and help him daily.  His is provided with a Spanish/English dictionary and notebook to help him grow in his vocabulary  skills and he listens to books online instead of reading them.  But, he is learning and growing and speaking more English each day. 
I accommodate his assessments at times.  Instead of a five paragraph narrative, I may have him write a two or three paragraph narrative and make sure he has the components.  I use graphic organizers with him and my other ELLs to help  break down the standards.  

The group I work with the most of course are my special needs.   I always try to pair a really low learner with a high learner who is willing to guide.  Building their self-esteem is so important and giving them the same projects/assessments is needed for that.  However, they usually can't "do" what is expected from a higher learner. Other then IEP/504 accommodations, I plan to do the following after reading the articles/watching the videos. 

Goals for Special Needs:
1. Jigsaw activities where these students can become experts
2. More modeling of skills
3. Activate their prior knowledge - ask them to contribute more to discussions
4. Alternative Assessments other than pencil/paper - verbal, drawings, etc. 

My ultimate goal is to be available to ALL my learners in they way they need me.  Meeting every need, every day is hard.  But getting to know them, communicating with them daily, and understanding their learning style with help me.  One of my favorite tips is Show, don't just tell.  In a world full of technology, this is so vital.