ELL Final

DJA 5: Building and Sustaining a Foundation for Learning

"Building an accurate and instructionally meaningful set of learning approaches begins when a student from a linguistically of culturally diverse background enrolls in your school district or school."

EQ9: What is my role and responsibility as a teacher of ELLs?

"Differentiates instruction and assessment is a framework or philosophy for the effective teaching of diverse learners that involves providing different pathways to learning so that every student can reach equally high expectations and standards, regardless of background."

DJA 4: Grading in a Differentiated Classroom

"Traditional grading practices often do not accurately communicate skill or motivate students as most would believe they do."

2 Ways to Differentiate Content

-Adapting what we teach or want students to learn -Adapting how we give students access to what we teach or want them to learn

EQ7: How can I best support students of different backgrounds, abilities and interests by differentiating lessons in a variety of ways?

-Get to know each student as an individual -Value and acknowledge diversity -Has a firm understanding of content, process, and product -Understand the importance of student readiness, interest, and learner profile -If a teacher does not have an understanding of these fundamental terms and mindsets, consider working with him or her to develop them

Planning Lessons Differentiated by Interest

-Helping students realize that there is a match between school and their own desires to learn -Demonstrating interconnectedness of all learning -Using skills or ideas familiar to students as a bridge to ideas or skills less familiar to them -Helping students develop competency and autonomy as learners -Enhancing student success

Planning Lessons Differentiated by Readiness

-You can differentiate CONTENT by allowing for different instructional tools. -You can differentiate a PROCESS by allowing for different activities. -You can differentiate a PRODUCT by allowing for different final assessments.

Enculturation

-is the process by which a person adopts the behavior patterns of the culture they live in 3 Types: 1. Dependence and Independence SOME CAREGIVERS ENCOURAGE PASSIVENESS AND CONTENTEDNESS IN CHILDREN. 2. Intentional Actions and One's Control over these actions SOME ARE RAISED TO HAVE INTENTIONALITY IN THEIR ACTIONS AND ARE EXPECTED TO THINK AND ACT AS A SOCIAL PARTNER 3. Perceptions of the Status of Children CAREGIVERS AND TEACHERS WILL INSTRUCT THE CHILD NOT TO SPEAK TO ELDERS OR PEOPLE OF HIGHER RANKING EXCEPT UNDER SPECIFIC, INTERACTION RULES.

The Teachers Role in a Differentiated Classroom

-not the "traditional" teacher -are collaborators with students and organizers of learning opportunities -focus is NOT on knowing all the answers -work to understand students' cultures, backgrounds, interests, strengths, and needs -create learning paths that capture students' attention and lead to enhanced comprehension

Planning Lessons Differentiated by Readiness (3 Essential Caveats)

1. All students need lessons that are coherent, relevant, powerful, transferable, authentic, and meaningful. 2. Curriculum that is good for students pushes them a bit beyond what they find easy or comfortable. 3. "Teach up" and plan so that you encourage your students to "work up."

DJA 1: List 5 misconceptions about differentiated instruction

1. Differentiated instruction is NOT individualized instruction! 2. Differentiated instruction is NOT chaotic! 3. Differentiated instruction is NOT just another way to provide homogeneous grouping! 4. Differentiated instruction is NOT tailoring the same suit of clothes! 5. Differentiated instruction is NOT just for outliers!

DJA 2: What makes a lesson differentiated in response to students' readiness level?

1. Foundational to Transformational -understand how long specific students take to use foundational information and turn that into transformational ideas 2. Concrete to Abstract -determine what students can move from concrete information to abstract tasks 3. Structured to Open-Ended -there may also be a distinction between students that still require structured activities versus students that are ready for open-ended concepts 4. Dependent to Independent -knowing the difference between dependent and independent students

Learning Style Preferences

1. Physiological -time of day -movement -sound -light 2. Psychological -global -analytic -reflective -impressionistic 3. Thinking -remembering -feeling -reasoning -imaginative

DJA 3: Differentiating Content Requirements and Strategies

1. Readiness: It would be inappropriate for a teacher to give information or materials that aren't aligned with the students' proficiency 2. Interest: A teacher should provide adequate ideas and materials into lessons to spark student interest 3. Learning Profile: Teachers have a responsibility to the class to go about lessons and instruction in multiple different styles -Using varied text and resource materials -Using learning contracts -Providing minilessons -Presenting in different modes -Providing varied support systems

DJA 3: Differentiating Process Requirements and Strategies

1. Readiness: To differentiate process in student needs the teacher needs to be weary of every students' current knowledge, understanding, and skill 2. Interest: The simplest way to assess students while also including multiple interests is to let students have a choice 3. Learning Profile: When teaching students, there can be a variety of ways a student comes to an answer that are all correct, unless of course the answer is wrong -learning logs -interest centers or interest groups -class discussions -online assignments -independent studies

DJA 3: Differentiating Product Requirements and Strategies

1. Readiness: When referring to differentiation in products, it is important to support student variance by measuring the complexity of the product and application of "Know, Understand, Do's" 2. Interest: A way to include student interest in KUDs or products at the end of spans of learning is again allowing options for students to pick from 3. Learning Profile: When assessing students using KUD there may be student preferences that affect their final product -Identify key knowledge, understanding, and skill -Decide on formats -Determine baseline expectations -Determine support structures -Present the assignment

DJA 1: List five ways in which teachers can serve as a coach for their students in a differentiated classroom

1. clear goals for everyone on the team 2. all students are engaged, learning, and working toward a common goal 3. coach acts as a psychologist using player motives to make them work harder and with more enthusiasm 4. by maintaining a positive and encouraging environment 5. lets the player be independent enough to put into practice what they have been taught

DJA 2: What are the four factors that influence how students approach learning or process ideas?

1. learning style 2. intelligence preferences 3. gender 4. culture

DJA 2: What are five goals of interest-based instruction? List three strategies that support interest differentiation.

1. students making a connection between school and their own desires to learn 2. showing the interconnectedness of learning 3. using skills familiar to students and linking those to less familiar skills 4. helping develop autonomy 5. enhancing student success Strategies: sidebar studies, interest groups, specialist teams

Language Objective vs Content Objective

A Content Objective identifies what students should know and be able to do at the end of the lesson and leads to assessment. It is linked to engaging activities and to the learning outcomes. A Language Objective is a process-oriented statement (action verbs) of how students will use English with the content.

DJA 9: Advanced Descriptors (Speaking)

Advanced EL's have the ability to speak grade-appropriate English in academic and social settings. EL can generate simple and complex sentences, uses more precise and specific content, appears fluent, and continues to build their vocabulary and sentence structures.

DJA 9: Advanced Descriptors (Listening)

Advanced EL's have the ability to understand grade-appropriate spoken English used in academic and social settings. EL's have the ability to interpret meaning and understand main ideas in academic and social contexts as well as continue to build their vocabulary and sentence structures.

Planning Lessons Differentiated by Learning Profile

Analytic: preference for learning in linear, traditional ways Practical: preference for seeing how and why things work Creative: preference for making new connections, innovation

Differentiating Process

Any effective activity is essentially a sense-making process, designed to help a student progress from a current point of understanding to a more complex level of understanding.

DJA 7: Beginning Descriptors (Writing)

Beginning English learners lack English vocabulary and lack language structures necessary to do grade-appropriate work. ELL's can draw/copy written text and can write individual letters, small words, or short phrases.

EQ7: How does a student's literacy (reading/fluency) development specifically impact my role as an educator? b) How can I support a student's literacy within other content areas?

By Grades 1 & 2 students should have developed DECODING SKILLS By Grades 2 & 3 students should have developed FLUENCY & AUTOMATICITY By Grades 4-8 students should have developed USES OF READING FOR LEARNING By Grades 9-12 students should have developed APPRECIATION OF MULTIPLE VIEWPOINTS AND LEVELS OF COMPREHENSION How we approach these students: Basal Textbook Approach Whole-language Approach Reading Recovery Direct instruction & Code-emphasis

4 Components of Culture

Cognition -the way we think Behavior -the way we interact Language -the way we communicate Education -the way we transmit knowledge

DJA 9: Advanced Descriptors (Writing)

EL's have enough of a grasp on the English language to address grade appropriate writing tasks with some support needed. EL's can write increasingly complex sentences and use a wide range of vocabulary with little errors that occasionally obstruct meaning.

DJA 9: Advanced Descriptors (Reading)

EL's have the ability to use the English vocabulary they know to build foundational reading skills. EL's derive meaning from complex sentence and paragraph level text with visual and teacher support.

DJA 8: Intermediate Descriptors (Writing)

ELL's have a limited ability to use the English language to build foundational writing skills. ELL's use simple phrases and sentences with occasional content and academic vocabulary as well as frequent errors.

DJA 8: Intermediate Descriptors (Reading)

ELL's have limited ability with the use of English language to build foundational reading skills. ELL's may recognize and read frequently encountered words and phrases gaining meaning from simple text and visual support.

DJA 7: Beginning Descriptors (Reading)

ELL's have little or no ability to read and understand English used in academic/social settings. ELL's gain meaning primarily through visual support and can begin to transfer home language to English.

DJA 7: Beginning Descriptors (Listening)

ELL's have little or no ability to understand spoken English in social/academic settings. Begins to recognize frequently heard words and awareness of sound but still needs frequent restatement.

DJA 7: Beginning Descriptors (Speaking)

ELL's have little to no ability to speak English in social/academic settings. Remains silent most of the time and when speaking produces simple words, nonverbal cues, and simple sounds.

DJA 8: Intermediate Descriptors (Speaking)

ELL's have the ability to speak in a simple manner using commonly heard social and academic English vocabulary. ELL's use simple phrases and sentences to communicate content and academic vocabulary, with frequent errors.

DJA 8: Intermediate Descriptors (Listening)

ELL's have the ability to understand simple high-frequency spoken English used in routine academic and social settings. ELL's begin to respond to frequently heard language, with dependence on context, paraphrasing, and repetition, as well as build academic vocabulary.

How to Support the Social-Emotional Needs of Middle/High School ELLs

Family Responsibilities: They could be obligated to help their family in various ways. Financial Responsibilities: Some students contribute to the family's financial needs by working outside the home. They may work all weekday evenings and on weekends. Household Responsibilities: Other students care for younger siblings while their parents go to work. Cooking dinner for the entire family and cleaning the house are common tasks for students when they get home. All of this — and they have to complete their homework too. Translation Responsibilities: Chances are your ELLs are the most proficient English speaker in their family. As a result, they are often called upon to take care of adult business. ELLs accompany family members to various appointments with doctors, landlords, tax agents, social services, etc.

Scaffolding

Guarantee that adequate scaffolding and support are provided for students at each level. Ensure that students at all ELP levels target the same content standards. Consider and differentiate the language-based expectations of assignments/assessments for students at different levels.

Intelligence Preferences

LOGICAL/MATHEMATICAL VISUAL-SPATIAL MUSICAL-RHYTHMIC BODILY-KINESTHETIC INTERPERSONAL INTRAPERSONAL NATURALISTIC EXISTENTIAL

EQ2: How can a teacher enhance student success in the classroom?

Pre-Condition 1: Supportive, organized classroom dialogue Pre-Condition 2: Instructional materials that are an appropriate difficulty level Pre-Condition 3: Meaningful and relevant instructional tasks -concrete, meaningful lessons -cognitive conflict -novel ways to engage students -competitive and game like activities -cooperative learning -enthusiasm

Differentiating Products

Sense-Making Activities- Make, do or write something that shows evidence of what you've learned Performance Tasks- May be called Performance Assessments, students are asked to demonstrate their proficiency Products - Completed at the end of units of study, often summative

EQ4: How can teachers approach grading in a way that perpetuates a growth mindset and benefits learners at all stages of their learning?

Teachers should do LESS grading of student work. Grading should be based on clearly articulated learning goals. Grades should be criterion-based, NOT norm-based. Grades should not be clouded by "grade fog." Use 3-P grading. Performance Process Product

EQ6: What effect does culture have on you as an educator and in the classroom?

Teachers will have culturally and linguistically diverse classrooms (CLD) Teacher should be able to identify what makes a culturally diverse student and how that could affect instruction.