In many classrooms across America today, race and ethnicity are very much on the table. Teachers dream of seeing their students discuss difference in a constructive way. Some educators actively encourage their classes to get outside their comfort zones and confront the country’s racial history, but I ask myself after reading McIntosh’s Interactive Phases of Curricular and Personal Re-Vision Model, how much was race and ethnicity practice in the classroom long ago when I was in elementary. I can remember when I was in 10th grade my history teacher showed the movie of “Roots” for a project in the month of February. Of course, if you have ever seen the movie “Roots”, it is a very long movie broken into 4 parts. The assignment was to write a three-page
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Have students to figure out how to make sense, assess, dissect, apply, comprehend, and recall.
• Set Expectation at the Remembering of Learning: Have students to characterize, copy, list, remember, review, rehash, duplicate, and state what it is that they are learning. At this stage teachers’ will put the first and second step together; Knowing the Stage of Learning Acquisition and Students’ Rationing over the Stage of Acquisition. This will allow to recall comprehension of where students are placed with their language learning comprehension.
By knowing your students’ phases of language acquisition, you will have the capacity to level classroom assignments and homework so practice becomes important and fortifies their language learning in the meantime.
When all things are considered, one reason for assignments and homework is to practice what’s been learned. You can be certain you are stretching out open doors for practice to your ELL students’ by being discerning of the phases of all students; that’s battling with English Language Learning Acquisitions and by deliberately giving both high level thinking and proper language learning tasks to help ELL students intensify their academic
Have students to figure out how to make sense, assess, dissect, apply, comprehend, and recall.
• Set Expectation at the Remembering of Learning: Have students to characterize, copy, list, remember, review, rehash, duplicate, and state what it is that they are learning. At this stage teachers’ will put the first and second step together; Knowing the Stage of Learning Acquisition and Students’ Rationing over the Stage of Acquisition. This will allow to recall comprehension of where students are placed with their language learning comprehension.
By knowing your students’ phases of language acquisition, you will have the capacity to level classroom assignments and homework so practice becomes important and fortifies their language learning in the meantime.
When all things are considered, one reason for assignments and homework is to practice what’s been learned. You can be certain you are stretching out open doors for practice to your ELL students’ by being discerning of the phases of all students; that’s battling with English Language Learning Acquisitions and by deliberately giving both high level thinking and proper language learning tasks to help ELL students intensify their academic