CI 5326 chap 3&4

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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.

Universal Design for Learning

learning designed for a wider rage of students.

Originally focused on children with disabilities.

6 Principles

Big Ideas

Help students focus on key points ideas.

Conspicuous Strategies

Steps for problem solving or completing tasks.

Subtopic

Temporary help during lesson that leads students to individual practice.

Primed Background knowledge

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

Strategic Integration

Lessons that lead to high level thinking.

Judicious Review

Review lessons ad apply what they have learned.

English Language Learners

Teacher familiarizes stages for learning English.

Preproduction Stage

Student understands few words

Student does not feel comfortable to speak.

Can last from hours to months.

Early Production Stage

Understand up to 1,000 words

Students able to answer 1 or 2 sentences.

Can last for 6 months or so.

Speech Emergence Stage

Understand up to 3,000 words.

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

Can last up to a year.

Intermediate/ Advanced Language Proficiency Stage

Understand up to 6,000 words.

Make complex statements & express opinions.

Can take up to 5 to 7 years.

Just because student speaks English does not mean they understand academic instruction.

Understandable Presentation

Teach Vocabulary

Small amount of words

Use visual supports

Provide context & activate background knowledge

Use consistent language

Give explanations or directions in a variety of ways

Provide Opportunities for Language Use

Use active participation strategies

Use partner & small-group work

Questions

Provide review, rehearsal, & enrichment of information

Teachers can monitor understanding of information

Types

Convergent& Divergent

Convergent (lower- level thinking)

Basic knowledge& understanding

Teacher looking for one answer.

Divergent (Higher- level thinking)

Problem- solving skills

Teacher wants multiple answers.

High- level& Low- level

Taxonomy

Low-level questions

Knowledge

Comprehension

Application

High- level questions

Analysis

Synthesis

Evaluation

Do not always call on volunteers

Help students connect prior knowledge with new information

English Language Learner questions

Ask questions that can address each language stage

Closing

Review key points

Allow students to draw conclusions

Preview future lessons

Describe when students are able to apply new knowledge

Time for students to show their work

Restate lesson objective

Differentiated Instruction

Using different techniques to teach students.

Provide Options

Content

Teacher flexibility in choosing curriculum topics.

Student readiness

What they already know.

Student interests

Student learning preferences

Process

Students apply what they have learned.

Product

Students will demonstrate what they know.

Ex: Models, presentations, portfolios, & tests.

Opening

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

Strategies

Motivate or focus the students

Explain objective

Purpose of objective activity

Get their attention

Ex: jokes, stories, etc

Show them the steps of the lesson

Provide key idea

Preview Lesson

Provide examples

Help students see relationships between the new knowledge or skill

Connect to prior knowledge

Build Background knowledge

Activate background knowledge by connecting prior knowledge

Create context for learning

Preview upcoming lessons or activites

Show outline of the whole unit

State relationship between objective to long term goal

Connect to other subjects

Present graphic organizer

Responding to Diversity

Look at student background, experience, & prior knowledge

Prerequisite skills or knowledge

Concreteness of the content

Whether this is the 1st lesson

Student interest & motivation

the amount of time available for teaching