カテゴリー 全て - engagement - strategies - instruction - questions

によって Lisa Hernandez 10年前.

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CI 5326 chap 3&4

The reading material delves into essential teaching methodologies for diverse classrooms, emphasizing universal instructional interventions and critical teaching skills. One chapter highlights the significance of tailoring activities to cater to various learners, particularly English Language Learners (

CI 5326 chap 3&4

CI 5326 chap 3&4

1) What I have learned from the reading:

Chapter 3: General Approaches to Universal Instructional Interventions
This chapter was about how to teach and create activities for diverse learners. Preparing for English Language Learners is also important. The teacher needs to know that there are different stages of language acquisition. There is also a section that provides teachers with strategies on how to present the material and getting ELL students engaged in the classroom.

Chapter 4: Critical Teaching Skills for Focusing Attention
This chapter focuses on ideas on how to start the lesson. The book talks about why it is important to explain to students about the lesson objective and its purpose. You want the students to focus on important parts of the lesson. Questions is essential during a lesson. As a teacher you might want to ask a low- level question to see what the students understand. When asking a higher-level question you expect the students to give you a variety of answers. You also want to engage all students through questioning. There are different methods to include students like draw sticks. When you have ELL in your classroom you want to make sure that you understand the different stages for learning English. Each stage has appropriate questions to ask ELL. As a teacher you also want to close off the lesson with review. This chapter is about keeping students involved in learning.


2) Questions:

1) How do you get an ELL engaged if they seem like they are not interested or intimidated by the subject?

2) How much time during a class period do you have to do chapter 4?






3) How could you implement ideas/ strategies from these readings in your current or future classroom?

I am a Bilingual Education major. I could learn how to apply the stages of language acquisition. Each stage is critical in getting the ELL students engaged in the classroom. As a teacher I want to create a great learning experience so they want to continue to rise through the language stages to become better English speakers. Learning at what stage they are at can help me ask appropriate questions at their level so they can be involved in class.









Opening

Responding to Diversity
the amount of time available for teaching
Student interest & motivation
Whether this is the 1st lesson
Concreteness of the content
Prerequisite skills or knowledge
Look at student background, experience, & prior knowledge
Strategies
Help students see relationships between the new knowledge or skill

Present graphic organizer

Connect to other subjects

State relationship between objective to long term goal

Show outline of the whole unit

Preview upcoming lessons or activites

Create context for learning

Activate background knowledge by connecting prior knowledge

Build Background knowledge

Connect to prior knowledge

Motivate or focus the students

Provide examples

Preview Lesson

Provide key idea

Show them the steps of the lesson

Get their attention

Ex: jokes, stories, etc

Purpose of objective activity

Explain objective

An activity before the lesson allows for students to make connections during the lesson.

Differentiated Instruction

Provide Options
Product

Students will demonstrate what they know.

Ex: Models, presentations, portfolios, & tests.

Process

Students apply what they have learned.

Content

Teacher flexibility in choosing curriculum topics.

Student learning preferences

Student interests

Student readiness

What they already know.

Using different techniques to teach students.

Questions

Closing
Restate lesson objective
Time for students to show their work
Describe when students are able to apply new knowledge
Preview future lessons
Allow students to draw conclusions
Review key points
English Language Learner questions
Ask questions that can address each language stage
Help students connect prior knowledge with new information
Do not always call on volunteers
Types
High- level& Low- level

Taxonomy

High- level questions

Evaluation

Synthesis

Analysis

Low-level questions

Application

Comprehension

Knowledge

Convergent& Divergent

Divergent (Higher- level thinking)

Teacher wants multiple answers.

Problem- solving skills

Convergent (lower- level thinking)

Teacher looking for one answer.

Basic knowledge& understanding

Teachers can monitor understanding of information
Provide review, rehearsal, & enrichment of information

English Language Learners

Provide Opportunities for Language Use
Use partner & small-group work
Use active participation strategies
Understandable Presentation
Give explanations or directions in a variety of ways
Use consistent language
Provide context & activate background knowledge
Use visual supports
Teach Vocabulary

Small amount of words

Just because student speaks English does not mean they understand academic instruction.
Teacher familiarizes stages for learning English.
Intermediate/ Advanced Language Proficiency Stage

Can take up to 5 to 7 years.

Make complex statements & express opinions.

Understand up to 6,000 words.

Speech Emergence Stage

Can last up to a year.

Speak short phrases, simple sentences, & ask simple questions.

Understand up to 3,000 words.

Early Production Stage

Can last for 6 months or so.

Students able to answer 1 or 2 sentences.

Understand up to 1,000 words

Preproduction Stage

Can last from hours to months.

Student does not feel comfortable to speak.

Student understands few words

Universal Design for Learning

6 Principles
Judicious Review

Review lessons ad apply what they have learned.

Strategic Integration

Lessons that lead to high level thinking.

Primed Background knowledge

A past learned skill that students need to complete new assignment.

Subtopic

Temporary help during lesson that leads students to individual practice.

Conspicuous Strategies

Steps for problem solving or completing tasks.

Big Ideas

Help students focus on key points ideas.

learning designed for a wider rage of students.
Originally focused on children with disabilities.