Summary: Testimony Before Doyle Elementary School

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TRADITIONAL ELD CLASSROOMS AT DOYLE ELEMENTARY SCHOOL: INTIMIDATING, UNSUFICIENT AND FEEBLE FOR NON-NATIVE SPEAKERS OF ENGLISH LANGUAGE DEVELOPMENT

Testimony before Doyle Elementary School Board of Directors

by Carolina Rostworowski Stocco, mother, volunteer, teacher, and student

November 12th, 2014

Ms. Taylor and Ms. Wood:

My name is Carolina Rostworowski Stocco. I am a mother of two non-native English speakers who are students of your school: Isabella Rostworowski Stocco, currently attending 4th Grade, and Beatriz Rostworowski Stocco, enrolled in 1st Grade. As a mother, student, English learner and educator, I would like to advocate for the implementation of cooperative learning in the ELD (English Language Development) classrooms
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For teachers to fully understand the concepts and benefits of collaborative learning and properly apply them in class, I suggest that you invest time for initial training and ongoing refreshers. Teachers must be prepared to plan meaningful activities considering the age of the students, personal characteristics, and individual and collective demands. Lesson plans must include clear academic goals, lesson topic, language objectives, cooperative structures that will be used (how students will be grouped, size of groups, physical classroom arrangement, table positioning, etc.), time required, roles to be assigned (or chosen) by students, and materials needed. It is also fundamental that teachers include in their planning what teaching strategies will be used, how assessment is going to take place, mediation procedures that may be necessary, and the types of feedback they are drawing on for each activity. Preparing instructors to address eventual hurdles and make adjustments to their planning helps them develop a sense of flexibility. Teachers who set up good cooperative lessons teach learners to become their own teachers and coaches of

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