Edu232 Final

Front 1

Explain active and passive learning

Back 1

Passive learning: the teacher presents the information and expect the students to learn.

Active learning: students actively gather the knowledge from sources and with cooperative13 and other methods.

Front 2

What strategies areappropriate to use with ELL students? Explain.

Back 2

Use of cognates strategy. Finding main ideas strategy

Front 3

Describe the benefits ofthese strategies.

Back 3

Strategies in general organize the thinking process and directly help children learn. They include step-by-step instructions which eliminate or reduce anxiety. They are the tools children need to succeed in addition to pencils

Front 4

Describe the importance of Arizona's English Language Proficiency Standards.

Back 4

The language proficiency standards are the standards that drive instruction in an ELD classroom.

It is the Proficient level that corresponds to the Common Core State Standard. All other levels, from Pre-Emergent to High Intermediate, more closely reflect what aneducator sees as the student becomes increasingly proficient in the language.

Front 5

Identify considerations for adaptation of curriculum.

Back 5

culture,

principles of teaching ELL students,

programs of instruction,

diverse abilities

learning strategies.

Sensitivity to cultural and linguistic diversity Providing adequate background knowledge

Front 6

Describe considerations for textbook and lesson plan modifications.

Back 6

Graphic depiction of the text

Outlining the text

Rewriting the text

Audiotaping versions of the text

Providing live demonstrations

Using alternative books

Front 7

Describe considerations for assignment modifications.

Back 7

Using simplified objectives

Having students draw maps or pictorial representations

Using oral discussions in pairs or small groups Reducing the length and complexity of assignments

Front 8

Describehow to modify a lesson plan for an ELL student

Back 8

Use graphic depiction,

outlining the text,

rewriting the text,

using audiotapes,

providing live demonstrations,

using alternate books.

Simplify the objectives.

Have oral discussions,

Have students draw. Use clear simple wording,

Require mastery of only key concepts

Front 9

What are the purposes for assessment in BLE/ESL/SEI programs?

Back 9

Tests are used to determine placement into ESL, BLE, and SEI programs;

to measure achievement;

to determine eligibility for special programs; and to exit programs.

Program assessment is also used to determine ifa program meets expected educational goals and standards and to measure accountability

Front 10

Describe alternative assessments

Back 10

expecting an ELL student to respond to an assessment in the same way as a fluent English speaker is unrealistic and, in fact, it may set the student up for failure. Utilizing someform of alternative assessment would be a better idea. Additionally, many teachers of English language learners have had success with using HowardGardner's Multiple Intelligences to assess their students. Gardner offers an alternative assessment approach that is especially attractive to ELL teachers.

Front 11

Describe state and federal standards for assessment of ELL students.

Back 11

Increasingly, federaland state laws are requiring school districts to be more accountable withrespect to the testing of their students. However, what does this testingreally mean as it pertains to English language learners? The followinginformation contains tips on how to prepare students for standardized tests andgives a brief overview of the new AZELLA (Arizona English Language LearnerAssessment). Many teachers wonder just how well an ELL should be expected toperform in his or her first years on tests such as these. For even the mosthighly educated immigrant students, it takes time to gain enough vocabulary tosucceed to any degree on standardized test

Front 12

Describe assessment standards for ELL stusdnts as outlined by the NCTE/IRA.

Back 12

The interests of the student are paramount in assessment. The teacher is the most important agent of assessment. The primary purpose of assessment is to improve teaching and learning. Assessment must reflect and allow for critical inquiry into curriculum and instruction. Assessment must recognize and reflect the intellectually and socially complex nature of reading and writing and the important roles of school, home, and society in literacy development. Assessment must be fair and equitable. The consequences of an assessment procedure are the first and most important consideration in establishing the validity of the assessment. The assessment process should involve multiple perspectives and sources of data. Assessment must be based in the local school learning community, including active and essential participation of families and community members. All stakeholders in the educational community—students, families, teachers, administrators, policymakers, and the public—must have an equal voice in the development, interpretation, and reporting of assessment information. Families must be involvedas active, essential participants in the assessment

Front 13

Describe legislation for parent participation

Back 13

No Child Left Behind and Head Start legislation both contain provisions to encourage parental involvement, especially regarding communication and shared educational decisionmaking.

Front 14

Identify issues in the development of partnerships.

Back 14

Cultural approach to education. Language barriers, work interference,

Front 15

Describe effective family literacy programs

Back 15

Family literacy programs

support education for the whole family, connect parents to their children’s schooling and

increase student achievement,

They transfer classroom knowledge to home practices.

parents and student complete assignments similar to school as a team.