I Learned from Elda...

The Models of Integrated Approaches are

1.        Experiential Learning- requires that students take responsibility for deriving meaning from their experiences.

2.       Content-Based Language Learning- teachers use instructional materials, learning tasks, and classroom techniques from academic content areas as vehicles for developing language.

3.       Sheltered English, or Specially Designed Academic Instruction in English (SDAIE)- English Language learners are taught subject matter content entirely in English.

4.       Language Experience Approach (LEA)- the students develop their own reading materials, which the teacher later employs to teach reading skills. [this is my favorite, I have sooo many ideas for using this approach!]The LEA approach is based on the premise that reading is facilitated when it stems from what the students already have as background knowledge.

I Learned from Tammie...

Teaching abstract concepts is a critical aspect of social studies instruction that includes concepts such as democracy, justice, and respect.  For ELLs, these concepts require extensive visualization and repetition techniques to convey their complexity.

Applying a global perspective to social studies content by providing examples from other parts of the world is an essential component in learning about a rapidly changing, increasingly interdependent world.

Chapter 19...Me

Rebekah Schofield

LLSS chapter 19: Effective Strategies for Teaching Mathematics to English Speakers of Other Languages

Present math lesson while speaking jibberish then...

Evaluation of Activities

1.      Were you able to follow the directions for the math lesson?

2.      What helped you to understand how, or what did you need more to be able to understand?

3.       Which of the following best practices for teaching mathematics did you see or experience in the activity?

o   Use of math manipulatives (concrete math), which include

o   Illustrations

o   Dramatic gestures

o   Actions

o   Emotions

o   Voice variety

o   Blackboard sketches

o   Photos

o   Demonstrations

o    hands-on materials

o   Cooperative group work

o   Discussion of math

o   Questioning and making conjectures

o   Justification of thinking

o   Writing in math: thinking, feelings, and problem solving

o   Drawing a picture,

o   making a simpler problem,

o   using a table

o   Problem-solving approach to instruction is the central theme to teaching mathematics

o   Content integration

o   Use of calculators, computers, and all technology

o   Being a facilitator of learning

o   Assessing learning as a part of instruction

o   Encourage children to think aloud, when students verbalize step by step how a math problem is solved, they often self-correct their mistakes.

4.      Of those that were not used can you suggest ways that they could have been used?

Other things to think about when teaching math to ELLs

1.        Relate mathematics to prior knowledge, background, and real-life situations.

2.      If understanding is assessed only in English, their mathematical proficiency may not be evaluated accurately.

3.      Teachers must make sure their math instruction is effective in reaching all students in their classroom.

4.      Currently in math instruction there is more of a focus on process and problem solving as opposed to single answers and computation.

5.      With less of an emphasis on right or wrong and more of an emphasis on process teachers can thus help to create a population of students who can show competence in mathematics. (?)

6.      When teaching mathematics, teachers are not only teaching about math, numbers, and geometry; they are also teaching communication skills such as reading, writing, and speaking/discussion.

7.      Use wait time to encourage understanding.  There are two types of wait time, the time the teacher waits after asking a question before asking for a student to respond, and the time the teacher waits after the student has responded.  This prevents the class from moving at a pace that the student is unable to maintain.

8.      Use literature in mathematics.  Some of the benefits are:

a.       Math concepts taught in the context of a story

b.      Incorporates integrated studies with reading, writing, speaking, listening, etc.

c.       Develops mathematical thinking

d.      Prevents math anxiety and creates a less math anxious classroom environment

e.       Allows for a variety of responses

f.       Makes historical, cultural, and practical application connections

g.      May allow for the use of manipulatives as it relates to the story

h.      The teacher can assess a child’s understanding by reading/questioning

i.        Today there is a range of books to use in teaching most math concepts k-8

j.        May lead to problem solving and active involvement from the context of the story

k.      Provides for a shared experience for students and the teacher.

What I learned from Sarah…

Technology is a great tool to help in teaching, however, it must be used wisely. 

Technology is not only computers, but overheads, calculators, projectors, smartboards etc.

There is a great list of websites in the book, some that I need to take time exploring.

What I learned from Sam…

The gifted children are quite often under indentified, while the English learners are over identified as needing assistance.

Testing procedures for identifying special needs students are biased and do not assess correctly.

And, she shared two example lesson plans, one for a gifted classroom, the other for a special Ed. Classroom. 

I learned from Shelli...

The methods and skills learned through science is beneficial to everyday life, not just science.

Teach science every day.

Hands on activities are vital to helping ELL students. 

ELLS can demonstrate their understanding through graphs, charts, writing, diagrams, and use of ral communication as well as written.

March 19, 2009

We did not have a chapter presentation today but after Dr.  Peele-Eady’s visit, I had about an hour of quiet time and I began reading Part I in our text again.  Twice I have read Part I in our text and though I learned things both times, it wasn’t until after hearing Dr. Peele-Eady’s presentation today, did much of it really make sense.  I am catching more, and understanding more since she talked.

What does that mean for me and teaching in the classroom?  I think this relates to the giving students “opportunities to participate at varied levels.”  I learned a little by reading, I learned more by listening to a speaker, I learned even more when I went back to the reading so that I could understand.  Dr. Peele-Eady spoke and presented material that was just above my head.  I understood enough to keep me interested and curious to learn, but not enough to fully understand.  Because of this, I took myself back to the textbook to learn some more, to try to understand more.  This is an example of Vygotsky’s “zone of proximal development.”