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25 Cards in this Set
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Identify when to use group-related strategies to get students engaged
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Engaging all learners is essential. Cooperative learningis an excellent way to keep learners engaged. Teachers are encouraged todevelop lessons that are interesting and motivating for a diverse class ofstudents. Vary tasks within instruction as well as across students. In otherwords, the entire lesson for students should not consist of all pencil andpaper tasks, or any single structure or activity. Activities should be changed every15-20 minutes or sooner, depending on the students' ages.
Just as with all other students, English LanguageLearners must be engaged in their learning. Cooperative learning structures areexcellent in helping students stay engaged. Experts have developed severalstructures to assist teachers in ensuring that elements of positiveinterdependence, individual accountability, equal participation, andsimultaneous interaction (PIES) are present. The following are quite simple toimplement, yet extremely effective for English language learners. Here are somegrouping strategies and techniques for you to try, some of which have beenadapted from Kagan and Kagan's Cooperative Learning (2009): In order for ELLs to succeed inschool, they must be engaged in their learning. This makes sense, but it isoften a difficult task, and not just with ELLs! Cooperative learning structuresare excellent for helping students stay engaged. Other ways include the use ofindividual or group responders (true/false cards, for example, that studentshold up after the teacher makes a statement, or having students choose fromtheir A - B - C - D cards during testing preparation and practice). A finalstrategy to increase student engagement is to extend "wait time"after asking students a question. This is important because students need a lotof time to process questions you are asking them — they may be translating fromEnglish to their native language, and then back to English. Using thestatement, "I'm waiting for more hands," will help get all of yourstudents involved in your classroom questioning technique. |
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Define the purpose of instruction thatincorporates scaffolding, grouping structures and techniques, and studentengagement
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Scaffolding=facilitate students' movement to higher levels of languageproficiency, comprehension, and thinking. The use of scaffolding is effectivebecause it offers much-needed support for English learners in the beginning,and gradually decreases until the student is able to practice independently. Itis a great way for your ELLs to build confidence during the language learningprocess.
Grouping=allowstudents to process information in a low-threat, student-centered environment. Student engagement=Engaging all learners is essential. Cooperative learning isan excellent way to keep learners engaged. Teachers are encouraged to developlessons that are interesting and motivating for a diverse class of students.Vary tasks within instruction as well as across students. In other words, theentire lesson for students should not consist of all pencil and paper tasks, orany single structure or activity. Activities should be changed every 15-20minutes or sooner, depending on the students' ages. Justas with all other students, English Language Learners must be engaged in theirlearning. Cooperative learning structures are excellent in helping studentsstay engaged. Experts have developed several structures to assist teachers inensuring that elements of positive interdependence, individual accountability,equal participation, and simultaneous interaction (PIES) are present. |
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Describe the concept of scaffolding and explain how it helps English language learners. |
Scaffolding is a teaching strategy that offers temporary support to the student who is not quite ready to do the task independently. Verbal scaffolding is where a teacher uses prompting, questioning and elaborating to help students achieve a task, comprehend a concept or accomplish higher level of thinking. Good examples of verbal scaffolding include Paraphrasing, using “think alouds”, reinforcing contextual definitions, slowing speech, increasing pauses and speaking in phrases. Procedural scaffolding includes instructional framework that teaches explicitly, modeling, practices opportunities and has a desired result of independent application. Procedural scaffolding can also include one on one teaching and modeling, small group instruction with a more experienced student and partnering with a more experience reader. Scaffolding instruction helps English language learners (ELLs) in many ways. Paraphrasing a student’s response to provide clarity and model correct English usage is helpful. Using “think alouds” to model effective strategies helps students learn how to approach problems and tasks they face in the tasks in the class. Reinforcing contextual definitions helps ELLs comprehend what the teacher is saying by providing definitions to words they may not understand. Slowing speech and increasing pauses provide more time for ELLs to process what has been said and asked. Procedural scaffolding helps provide a non-threatening way for students to learn from those more experienced than them. The benefits to scaffolding instruction are invaluable. |
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Think of a content concept that you might teach in the future. Describe three different grouping configurations that could be used to teach this concept. How would you organize the members of the group? How would the grouping configurations facilitate learning for ELLs? |
One concept that I could teach is the Louisiana Purchase for a social studies class. One way to organize the members of the group would be to put them into pairs. I could ask them to read the first section of the handout and identify the main idea of the section. I would pair English language learners (ELLs) with more experienced English readers. This would help the ELLs by giving them a non-threatening way to share ideas and practice using the English language. This type of configuration would also accommodate those that tend to get distracted in a larger group setting. A second type of grouping could be the small groups of four to five students. I would group them with 2-3 ELLs per group. This type of group configuration could help the ELLs by giving them more exposure to others ideas, and providing more group interaction. Finally, I could use a whole group configuration. This type of configuration could help ELLs by providing more perspectives from a wider, more diverse group. And I'm sure you will scaffold instruction in the whole-group setting, right? ;).:3. Name the benefits of cooperative learning for ELL students. Explain why this configuration is beneficial. --Answer below:There are many benefits to cooperative learning. Some of these benefits are more active participation, students sometimes taking over the teaching role, each person respected, students being challenged, contributions valued, students learn conflict resolution, learning from others experience, knowledge and background, tasks and goals clearly identified and students being accountable and more involved in their learning. These benefits are impactful as they lead to having students that are more engaged in their learning, with more active participation on the part of the students. Students become more accountable for their learning and better understand with clarity what the goal of the group is to guide them. Also, students are better able to learn from the background, experience and knowledge of others. Students also behave better as they learn to value the contribution of each member and respect each member of the group. Yes! And not only that, ELLs are given a contextualized situation in which to use the target language.
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Name the benefits of cooperative learning for ELL students. Explain why this configuration is beneficial. |
There are many benefits to cooperative learning. Some of these benefits are more active participation, students sometimes taking over the teaching role, each person respected, students being challenged, contributions valued, students learn conflict resolution, learning from others experience, knowledge and background, tasks and goals clearly identified and students being accountable and more involved in their learning. These benefits are impactful as they lead to having students that are more engaged in their learning, with more active participation on the part of the students. Students become more accountable for their learning and better understand with clarity what the goal of the group is to guide them. Also, students are better able to learn from the background, experience and knowledge of others. Students also behave better as they learn to value the contribution of each member and respect each member of the group. Yes! And not only that, ELLs are given a contextualized situation in which to use the target language. |
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Identify the nine intelligences. |
Verbal/linguistic:The ability to express oneself orally, and in writing (lecture, textbooks,board work). Typically, the most difficult for ELLs to do. Logical: Theintelligence of logic and reasoning (traditional approach, problem solvers). Visual: Providesfor spatial reasoning through the use of pictures, charts, graphs, art, puzzlesand illustrations. This is very beneficial for ELLs. Musical: Theintelligence of patterns, including songs, poetry, instruments, and response torhythms. This can be helpful for ELLs because the structure of language can belearned in patterns. Intrapersonal:The intelligence of feelings, values, and attitudes, which is especiallyimportant in selecting meaningful activities. Interpersonal:The intelligence of interacting with others. This intelligence requirescooperative learning, which can be a common cultural practice in somecountries, and not practiced at all in others. Kinesthetic: Theintelligence of interacting with one's physical environment. This is excellentfor ELLs because of the hands-on environment. Naturalist: Theintelligence of classification (biology, charting, semantic mapping). Existential: Theintelligence of understanding in a larger context. This can include philosophy,and the values of truth, beauty, and goodness. This is excellent for ELLsbecause it promotes an exploration of cultural differences within theclassroom.eight: |
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After taking the MI Inventory (the link is listed in the lesson Instruction section), list your top three intelligences. Do these intelligences reflect the way you teach? Explain your answer. |
After completing the Multiple Intelligence inventory, my top three intelligences are intrapersonal, existential, and logical. I am not a teacher yet, so I can’t say that they reflect the way that I teach, but I think they would if I was teaching. However, I also would like to think that I would incorporate other areas as well, especially the interpersonal as I would use cooperative learning. |
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Think of a lesson you currently teach or one you would like to teach in the future. Describe the lesson, and supply an activity that utilizes 7 of the 9 intelligences. |
One lesson I could teach in the future is the reading of a text from the English language arts (ELA) textbook. For an activity I could have the students do a project representing the story we had read. For this activity the students could choose from the following options: verbal or written report of the story (verbal/linguistic), drawing a picture on a poster to represent what happened in the story (visual), drawing a picture or writing an essay expressing the students students' feelings regarding the story (intrapersonal), discussing the story with their group of 4-5 students and telling the class what happened in the story and why it happened that way (interpersonal), create a song or poem about the story to share with the class (musical), using clay or other materials provided create an image to represent something from the story such as the setting that could be shared with the class (kinesthetic), compose a summary of the story explain the reasoning or logic behind what happened and why or if you feel it’s not reasonable or logical, create an alternate ending to the story and explain your logic behind the new ending (logical). |
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How do ELLs benefit from a teacher who designs lessons using the multiple intelligence theory? |
Using lessons based on the multiple intelligence theory assists English language learners (ELLs) in many ways. For example, an activity aimed at those with kinesthetic intelligence provides a hands on way to demonstrate learning. Also, existential type activities provides an avenue to explore various cultures in the classroom. Visual activities such as pictures, images, art or puzzles can help them understand and demonstrate learning in an easier way. Musical activities can provide another way to learn material as well demonstrated in the video in the lesson. Teachers can do much in the way of using a multiple intelligence approach to differentiate instruction to assist ELLs.
Not only is it important to present information to ELLs using the multiple intelligences, but we also need to give them opportunities to express what they have learned using those same intelligences. |
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Evaluate the assessment process for identification of English Language Learners, including special education and gifted considerations. |
· Beforestudents are tested to determine if they qualify for any language acquisitionprogram, they first must qualify for testing in the state of Arizona. Uponregistration, parents fill out a form called a Home Language Survey, PDF whichasks at least three questions (districts can add questions or other necessaryinformation if they need to). Access the Home Language Survey from the linkabove and review the form. Is there other information that might be helpful foryour district to add?
· Ifthe answer to any one of the questions on the survey is a language other thanEnglish, the student is then tested to determine the level of English languageproficiency he or she has attained. At this time, you may hear the studentreferred to as a PHLOTE student, which simply means he or she has a PrimaryHome Language Other Than English. · TheAZELLA Test is an assessment that measures the level of fluency that an ELL hasachieved as of the date that the test is taken. For kindergarten and firstgrade, this includes the Speaking and Listening subtests. For all other gradelevels, this includes the Speaking, Reading, Writing, Writing Conventions, andListening subtests. The test uses a composite score to measure the ELL at oneof the following levels: Pre-emergent, Emergent, Basic, Intermediate, orAdvanced. · Ifthe student is at the Advanced level based upon his or her composite score, heor she does not qualify for services. Anything less than that score qualifiesfor services. Some parents, for whatever reason, decide that they do not wanttheir child to receive services, even though the child qualified. Such astudent is referred to as a "Parent Refusal." Although the studentwill not receive services on a daily basis, he or she will still be testedyearly to ensure that he/she is making progress in the regular educationenvironment. · If the student's home language is otherthan Spanish, the IPT test is given in different languages and can betranslated. The Structured Interview Form PDF can becompleted if the district does not have access to the student's native languagetest. It is written test that asks a simple question to derive a writingsample. These can be sent out for translating and grading. Availability mayvary from district to district. · In addition, a standardized test score of97% or above qualifies a student for gifted services in the state of Arizona.Language should not be a barrier in this area either. Nonverbal tests can beadministered to determine certain strengths. Often times, the activitiesinvolved in gifted programs are not language laden, which demonstrates thatELLs should be represented in these types of programs as well. AZELLA scores,native language scores, standardized tests, and nonverbal assessments canprovide information as to whether students are gifted in certain areas. |
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Examine the testing procedures for the Arizona English Language Learner Assessment (AZELLA).> |
The AZELLA Test is an assessment that measures the level offluency that an ELL has achieved as of the date that the test is taken. Forkindergarten and first grade, this includes the Speaking and Listeningsubtests. For all other grade levels, this includes the Speaking, Reading,Writing, Writing Conventions, and Listening subtests. The test uses a compositescore to measure the ELL at one of the following levels: Pre-emergent,Emergent, Basic, Intermediate, or Advanced.
If the student is at the Advanced level based upon his orher composite score, he or she does not qualify for services. Anything lessthan that score qualifies for services. Some parents, for whatever reason,decide that they do not want their child to receive services, even though thechild qualified. Such a student is referred to as a "Parent Refusal."Although the student will not receive services on a daily basis, he or she willstill be tested yearly to ensure that he/she is making progress in the regulareducation environment.ߚ |
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Define the school's responsibility if The student does not test proficient on the AZELLA, and the school has an SEI program. |
After registering a child for school in Arizona, parents fill out a language survey to determine if their child should be tested for English language proficiency. The test is known as the AZELLA test. If the test results indicate a need for services, and the school offers a language support program (SEI), then the student will be placed into a special classroom that offers language support for the students. In this class, the student will receive structured language support instruction from a highly qualified specialized instructor. However, parents can elect to refuse services. If parent elect to refuse services, the child is placed in a regular “mainstream” type class and is tested annually to ensure the child is progressing as he or she should. Provided that the parents don’t elect to refuse services, it is the school’s responsibility to provided sufficient language support at the student level of language proficiency, until they are considered to be advanced level as measured on the AZELLA test. |
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Define the school's responsibility if The student does not test proficient on the AZELLA, and the school does NOT have an SEI Program due to having less than 20 ELL students within a three-grade span. |
After registering a child for school in Arizona, parents fill out a language survey to determine if their child should be tested for English language proficiency. The test is known as the AZELLA test. If the test results indicate a need for services, and the school does not have an SEI program due to have less than 20 ELL students in a three-grade span, then an individual language learner plan (ILLP) may be used. An ILLP aids the teacher in planning instruction at the language proficiency level of the student. Such plans reference the Arizona ELP standards for guidance. Also, there are many strategies for the teacher to implement the plan. Such strategies may include: group work, graphic organizers, activating prior knowledge, academic language scaffolding, context clues through visual scaffolding, realia, experiential learning, leveled questions, multiple intelligence strategies, role playing, jigsaw learning and analogies. The teacher and the school’s responsibility is to ensure such strategies are implemented to permit satisfactory progress academically and also to ensure progression in English language proficiency as measured by AZELLA. Exactly! The goals on the ILLP are based on the AZELPS. |
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identify 5 ways assessments should be used |
Provide timely feedback to your students. Conduct informal assessments throughout the lesson. Analyze the effects of formal assessments. Integrate diagnostic, formative, and summative assessments Create and offer multiple assessments. > |
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Explain why summative assessments may not show the true growth and progress of ELL students. |
Summative assessments are generally in the form of standardized tests or criteria referenced tests. Unfortunately, these tests quite often have vocabulary that English language learners (ELLs) are not familiar with. This is to be expected as academic language proficiency in a second language can take 5-7 years to develop. Also, sometimes these assessments have test biases that are easily understood by native English learners, but not ELLs. Such questions can be culturally, geographically or linguistically biased. As such, summative assessments quite often do not show the true progress of ELLs. And not only that--they only give a snap-shot view of what a student can do. Formative assessments give a better "picture" of an ELL’s abilities. |
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What are at least three ways to provide constructive, consistent feedback to all students? |
A great way to provide constructive, consistent feedback is for the teacher to restate a students’ response, emphasizing what was said and how the answer correctly supports the concept. Another good way to provide feedback is to paraphrase the student’s understanding of answers. Constructive and consistent feedback can even be provided non-verbally by giving the student a smile or nod of the head. I try to remember the acronym SIP when giving feedback—that my feedback should be specific, immediate and positive. |
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Think back to the Multiple Intelligences activity ideas that you described in Lesson 8. Name and describe five formative, informal assessments you could use to track and monitor student comprehension and progress. |
In reference to the Multiple Intelligence activity ideas from lesson 8, one way I could incorporate an informal assessment is to ask questions about the verbal or written report of the story and ask questions about the events. I could then put multiple choice answers on an overhead and then have each group use a number wheel to indicate their answer. This would allow me to provide immediate feedback and clarify misunderstandings and misconceptions. Another way of informally assessing would be to write a statement on the white board or overhead about the story and then have the students give a thumbs up in agreement, a thumbs down in disagreement, or a fist if they don’t know. This would allow me to gauge who and how many do not comprehend the story. A third option could be utilizing response boards to create a picture depicting the event of a section of the story. The teacher could ask questions about the picture so that he can gauge to understanding of that event to the story. Another assessment could be the sharing of the created image from materials of an item that relates to the story. The student(s) could explain verbally to the class why they choose that item and how it relates to the story and its importance of the event. This would provide information to the teacher as to their understanding of the story. Finally, a summary can be given and the teacher can tie it back in to the objective for today’s lesson and the students can give a self-assessment of holding up 3 fingers if they fully met the objective, 2 fingers if they made progress, or 1 finger if they don’t understand and didn’t meet the objective. This assessment will provide guidance to the teacher’s instruction for the following day and throughout the week. Many of your assessments are performance based assessments, and those are the best types of assessments to use with ELLs, in my opinion. |
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Name five types of assessments that Kay Tolliver used in her junior high math class. How was each of these assessments beneficial? |
Kay Tolliver in her Junior High math class had her students on the edge of their seats, anxious to learn from her as their teacher. She had them in the palm of her hands and the students learned from her as she demonstrated that she truly cared about them. Their learning was demonstrated by the by the assessments she gave. She was very good at using formative or informal assessments. One way she did this was by asking questions at the end of an activity to assess the student’s understanding of the concepts. She was exceptionally good at pointing out good models in the class and emphasizing the strategies the student used to solve the problem. Another way she used formative or informal assessments was by having the students’ write in their daily journals, putting their thoughts on paper summarizing what they learned and providing an avenue for the students to go back to reference if needed. Another type of assessment she used was authentic assessments. This was evident in the real life application she gave the class as they toured the city, applying math concepts in the real world and relating it to the students’ lives. She called this the “math trail.” This made the concepts they were learning “real” for the students and provided her an avenue to access if the students’ truly understood what they were learning as they applied the concepts to their everyday lives. She was masterful summarizing what was learned at the end of the day and assessing whether her students were getting it. She encouraged the students to make their own discoveries and then gave them to freedom and confidence to do so.
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1. Identify approaches to amulticultural curriculum. |
An excellent way to help your studentsunderstand this concept is by incorporating multicultural activities into yourlesson planning. The following is a list of the types of multiculturalquestions that each discipline can focus on: Social Studies: In what ways are the cultures of ethnic groups such as Mexican-Americans, African Americans, or Asian-Americans similar and different? What are some of the most important cultural traditions of various cultural groups? Physical Education: How do ethnic groups express their values through creative movement? Language and Literature: How do authors from various ethnic groups and cultures reveal characteristics about that group? What false stereotypes about different ethnicities are sometimes found in literature? Science: How do physical characteristics of an ethnic group influence interactions with other groups? What contributions have people from other ethnicities made to science? What events have happened or are happening in the world? Mathematics: How does the number system of a particular country differ from that of the United States |
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1. Identify thesociocultural influences on ELLs. |
Teachers are not just working withchildren who are growing physically, emotionally, and academically; they areworking with children who are growing culturally, as well. Children are notborn with culture; they LEARN it. The adult community members usually pass onthe values of that culture, or children learn their cultural identity frommultiple cultural role models, young and old. As Dr. Fuligini (2006) points outin his article "Family Obligation Among Children in ImmigrantFamilies," an interesting aspect of this development is that immigrantchildren are likely to create culture change within the family. Often times,the parents of immigrant children experience American culture and societythrough their children. This happens because children tend to acquire Englishfaster than their parents, and often serve as translators of the language andthe unfamiliar social practices of the American culture. This may lead tochildren putting aside their original culture's values, perhaps causing tensionand frustration between parents and children (Fuligini, 2006). It is importantfor teachers to recognize these issues during parent conferences and indealings with all children.style=mB |
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1. Define the role ofculture in learning. |
Five Stages of Culture Shock
Honeymoon stageThis stage is characterized byexhilaration, discovery, and anticipation. Perceptions are positive. Emotionsinclude excitement and euphoria. Disintegration stageThe novelty wears off, and the host culturebegins to intrude on the visitor's life. This stage is characterized byconfusion, self-blame, tension, frustration, loss, depression, and withdrawal.Physical symptoms such as headaches and stomach pains may occur. Reintegration stageThe individual is likely to disregard boththe similarities and the differences between the host culture and the homeculture. This stage is characterized by hostility, defensive behavior, feelingsof vulnerability, rebellion, blame, and rejection of all that the host culturerepresents. Autonomy stagesThis is the hopeful stage. The personbegins to establish an objective, balanced, and impartial view of the situationand experience. There is a new sensitivity to the host culture and greaterawareness of self and others. The person is less dependent on others and ismore relaxed. Interdependence stageThis stage aims at the goal of a biculturalor multicultural identity. This stage is characterized by a sense of belonging,trust, and sensitivity to the host culture. (Echevarria & Graves, p. 129). Common Signs and Symptoms of Culture Shock Anxiety Sadness Depression Pain, despair, and disorganization Anger, confusion, loneliness (i.e., no social/familial support) Loss of appetite, changes in sleep patterns, tearfulness Lack of energy, loss of enjoyment in daily activities, withdrawal from others (Echevarria & Graves, 2009, p.130) Knowing that this may be what your studentsare experiencing can help you to understand them better and may give youcompassion when a student seems somewhat disoriented or "out of it"after he or she first arrives (and possibly for some weeks or months tofollow). Many a teacher has mistaken signs of culture shock for a potentiallearning disability. Give the student time to adjust to his or her new countrybefore even considering any additional issues that the student may beexperiencing. |
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1. Cultivate home and schoolpartnerships.html |
Parental involvement is a significantfactor in improving student achievement. This term does not signify a one-waystreet, but a bridge between the school and the home. Following are some ideasfor building the bridge: 1. Provide communication in the parents' native language. 2. Understand that the day-to-day struggle new immigrants may encounter could affect the amount of time parents can spend at school; this does not mean their child's education is not a priority them. 3. Educate parents regarding the school culture and the role of parents. 4. Involve parents in classroom activities, and educate them on assessment issues. 5. Inform parents as to what children are expected to learn at each grade level. 6. Realize that some parents may have issues about coming to the school for various reasons (language, legal status, etc.), and create a rapport so they feel comfortable. 7. Involve parents in decision-making processes. 8. Give parents incentives to volunteer. 9. Invite parents to share their culture through classroom activities. 10. Have patience! Imagine yourself in a situation similar to theirs and do your best to involve parents in all possible ways. |
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define surface culture and deep culture and explain what a teacher could do to bring the deep culture aspects to the surface. |
Examples of surface culture include food, clothing, dance, etc. Deep culture refers to the aspects of culture that cannot readily be seen such as values, concept of punctuality, gender roles, etc.
Agreat way to help students think about culture and bring deep culture to thesurface is to plan multi-cultural activities in our lessons. For example, if Iwere teaching English language arts (ELA) I might have the class read about astory from an author of the culture we want to learn more about. As we examinethe story at hand, we might want to delve into the author and his or her background and discuss thevalues, attitudes, gender roles and other aspects of the deep culture and havethe students think about, examine and write about these deep culture issues. q |
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Which stage of culture shock is most difficult for children? Explain why in 3 to 5 sentences. |
Themost difficult stage of culture shock for children is the disintegration stage.This is because the newness and excitement of the new culture has worn off andfrustration sets in. Also, the child may feel an intrusion by the new culture.The result is often depression and withdrawal, along with physical symptomssuch as headaches and stomach aches. As teachers, we need to be sensitive tothe adjustment they are going through,help them feel comfortable and give them time to adjustment. ߒ
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give an example of how a teacher can give her students no choice but success. |
Mrs. Franklin was a teacher that did not give her studentsthe choice to fail. If any assignment earned less than a “C”, then the studentswere required to redo the assignment. She would stay after school and work withthe student to ensure each one was a success. She employed the same strategiesthat most successful teacher do such as cooperative learning, but her key tosuccess was not to permit anything less than success from her students. wit>ߒ |
