One indicator of Teaching, Learning, and Assessment is:
e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals.
As a coach of pre-school through 12th grade teachers, I am frequently asked how to customize a lesson for a particular age-level. For this reason, I have become skilled at differentiating and accommodating the learning environment to the diverse needs of learners.
One example of this is when teachers of younger students inquire about having their students research on the Internet. I recently recommendedhttp://www.kiddle.coas an appropriate search engine to some third grade teachers. Since they were just starting out, I encouraged the teachers to use a familiar paper graphic organizer (with the addition of an area to record search terms) on which to have the students take notes. I then shared the importance of modeled thinking aloud and compared it to the think alouds they model with reading comprehension or writing, such as, “What words will get me the information I’m looking for?” and “What words go with the topic I’m researching?” From there, I showed a video clip that I had preselected of Dan Russell, an expert in Internet search. I suggested they show 0:00 to 2:14 of the video to the third graders to prime them for searching.
As you can see, my expertise is more than introducing age appropriate tools. It is also about considering the learning styles and metacogitive needs of the age level. It’s also about finding appropriate resources, making them easy to understand (visual if possible), and catered to the kinesthetic needs, interest levels, and readiness of the learners to the task.