Domain 3

According to TEA the student is expected to... (Listening)

(A) distinguish sounds and intonation patterns of English with increasing ease; (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Documented Problem solving

Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step. Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework.

Students at the beginning and intermediate proficiency levels will need more accommodations than students at higher proficiency levels. Linguistically accommodated instruction is what three things? (Curriculum for ELL's must be what three things?)

Communicated - Comprehensible input is used to convey the meaning of key concepts to students. Ex: visuals, clear explanation of academic tasks, speech appropriate for language level, use of native language resources Sequenced - Instruction is differentiated to align with the progression of students' language development level. Ex: Targeted use of supplementary materials and resources, pre-teaching social and academic vocab necessary for interaction and classroom tasks, differentiating language and content instruction Scaffolded - ELL's receive structured support that leads to independent acquisition of language and content knowledge. Ex: Oral scaffolding: recasting, wait time, paraphrasing; Procedural Scaffolding: moving from whole class, to group, to individual tasks; Instructional Scaffolding: providing students concrete structures such as sentence and paragraph frames, patterns, and models

Consider the following tips when creating handouts.

Content - Does it emphasize important knowledge? - Does it present information in a logical sequence? - Is it accurate and up-to-date? Style - Are the sentences short? - Is there one idea per sentence? - Are the students likely to understand the words? Layout/Presentation - Is it legible/easy to read? - Is it well spaced and not too full? - Are different font sizes and fonts used? - Are pictures or diagrams included?

Following are examples of classroom activities for students at the beginning and intermediate proficiency levels of Reading. - Intermediate Reading

- Allow the student to read independently providing him/her with additional time read slowly and reread for clarification. - Use high-interest texts that use common vocabulary used routinely in everyday oral and academic language. - Increase student's comprehension of text with visuals, peer support, pre-taught topic-related vocabulary and predictable stories

Effective teachers provide instruction that intellectually involves and actively engages their students. You can intellectually involve your students by:

- Applying rigorous standards - Providing a rich curriculum with challenging, stimulating assignments - Holding high expectations - Incorporating higher-order thinking skills - Allowing time for discussion and idea sharing among students - Addressing relevant issues that reflect student interests - Guiding critical reflection of learning

Caring (improve communication) What should you consider?

- Demonstrate concern through tone of voice and body language - Be accessible; designate a non-instructional time when students can talk to you - Learn students' names and use their names when addressing them - Get to know your students' interests, hopes, fears, preferences - Encourage students to progress, work hard, do their best - Show appreciation for what students do by celebrating their successes - Build teamwork

Following are examples of classroom activities for students at the beginning and intermediate proficiency levels of Reading. - Beginning Reading

- Display multiple examples of environmental print including but not limited to labels, signs, and logos. - Respect that student may not feel comfortable reading aloud since they may read slowly, word by word. - Read aloud to model enunciation and the use of English language structures. - Use simplified, decodable texts with visuals and highly familiar English they have learned

Consider the following when establishing assessment criteria and standards based on high expectations for learning. Will students be able to -

- Explain concepts, principles, and processes through justifiable accounts of phenomena, facts, and data - Interpret data, text, and experience through images, analogies, stories, and models - Apply (effectively use and adapt what they know in new and complex situations) - Demonstrate perspective (see the big picture and recognize different points of view) - Display empathy (perceive sensitively on the basis of prior direct experience) - Display self-knowledge (perceive personal style, projections, prejudices, and habits of mind that shape or impede understanding; are aware of what's understood and why it can be hard to understand)

When planning the pacing of your instruction, consider the following -

- Gifted students may need fewer repetitions to practice while students with learning or language challenges may need increased opportunities; one possible solution is to differentiate your lesson by offering enrichment activities for students who already understand the concept while providing additional practice for the students who need more time - Allow time for students to think, reflect on new information, and provide feedback

What is the best way to to check for understanding? What are the best ways to check for understanding and why?

- Instead, quickly call on three random students to tell the class what is expected. You may need to make corrections/clarify but your class should be clear by the third student's response. - This means more than just asking "Do you understand?" (which has the typical response of, "Yes") or "Any questions?" (which is usually met with silence).

Email (improve communication) What should you consider?

- Maintain professionalism; not too informal - Check spelling and grammar before sending - Never when you are angry

Define Bloom's Taxonomy What are the different levels of knowledge within it?

- Orders knowledge into a hierarchical framework where student understanding of educational objectives can be easily structured. - Questions that relate to Blooms Taxonomy levels of knowledge are generally referred to as either lower-, intermediate-, or higher- order questions Levels: 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

With Colleagues (improve communication) What should you consider?

- Participate in a professional learning community - Consult with colleagues; share and discuss ideas - Use a team approach when problem solving - Stay abreast of new developments in education by reading professional journals

What should you do if you are actively listening to your students?

- Pay attention with your eyes (look for nonverbal clues) and your ears - Mentally repeat what the student is saying - Use body language to acknowledge that you are open to hearing the student's comments - Provide feedback (e.g., summarize; ask clarifying questions) - Respond appropriately (e.g., remain professional; don't argue; don't interrupt)

To improve communication abilities, consider this different techniques and skills, What are they?

- Presentation skills - Caring - With Parents - With colleagues - Email

Task (Following are strategy to consider when promoting self-motivation)

- Provide enjoyable, challenging activities that are neither too easy nor too difficult - use scaffolding techniques to gradually raise the task complexity - allow some degree of student choice/control (e.g. lesson topics) - assignments, evaluation methods, due dates, lab partner, group members)

With Parents (improve communication) What should you consider?

- Report student progress verbally and in writing - Explain student's strengths and weaknesses so that parents will understand the message and be receptive rather than defensive - Clearly and tactfully convey information about student's misbehavior of learning challenges. - Regularly communicate with parents, not just through formal reporting methods

When the instruction is relevant and meaningful, students

- Understand why they're learning particular objectives - Apply knowledge in a practical setting - Connect to their individual interests, experience, prior knowledge, culture - Move beyond the classroom and relate to the real world - Personalize current learning to their individual vision of their future - Believe that the task is within the scope of their individual abilities - Provide input for instructional content and assignment choices - Select from a range of options for evaluation that build on their strengths and interests

Presentation Skills (improve communication) What should you consider?

- Vary communication styles to meet student needs (e.g., developmental, language ability, learning style) - Transform the boring into interesting - Actively listen to student responses - The clear vision of the objective students are to achieve - Use humor - Make it relevant - Embrace variety (e.g., bring in a guest lecturer; have students debate a topic; role-play)

Engagement (Following are strategy to consider when promoting self-motivation)

- actively engage students by appealing to their interests, values, and cultures - inform students how course prepares them for the future opportunities - highlight real-world applications of knowledge and skills - make it relevant to students' personal and academic lives

Performance-Based

- alternative assessment method based on a student's demonstration of a skill by creating an answer or product which is applied to a "real life" situation. A simple example of this type of assessment would be for 1st-grade students to make a graph based on the class survey of ice cream flavor preferences. High school science students working on a group project to design a water purification system would be a more sophisticated version of a performance-based assessment.

Your role when implementing K-W-L is to: Know

- build upon what the student has previously learned - build upon what already interests the student

Role Model (Following are strategy to consider when promoting self-motivation)

- display your energy, enthusiasm, motivation for the subject - show why you are interested in the material - use other role models (e.g. guest speakers, peers, family and community members)

Your role when implementing K-W-L is to: Learn

- have the student review key ideas learned during lesson - have the student relate what has been learned to current interests and/or future goals

Your role when implementing K-W-L is to: Want

- make connections between course content and what the student wants to learn - make connections between course content and what the student sees for their future

Environment (Following are strategy to consider when promoting self-motivation)

- positive climate where students feel safe and respected - high expectations are communicated - learning goals are clearly articulated - students are part of a larger learning community

Feedback (Following are strategy to consider when promoting self-motivation)

- provide positive, accurate comments, praise, and constructive criticism - encourage students that they can accomplish the task; give hints - acknowledge students' effort/persistence to overcome an obstacle - listen (e.g. be responsive to student questions, show empathy)

Authentic

- this type of assessment can be designed by the teacher to reflect the real-world application of knowledge or skills. It requires the student to use higher order thinking skills by developing their own response that matches the content of the instruction to real-world situations. Authentic assessments can take different formats (e.g., open-ended questions, written compositions, oral presentations, projects, experiments, portfolios of student work, interviews, performance tasks, demonstrations, journals, self-evaluation).

Summative

- this type of assessment is used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period. In other words, you can summarize what has been learned by the student. Individual results are compared against some standard or benchmark. Mid-term exams, finals, and unit tests are examples of summative assessments.

Formative

- this type of assessment provides information that can be used to improve course content, methods of teaching, and student learning; it is not used to give students a grade. Formative evaluations are most effective when they are done frequently and the information is used to effect immediate adjustments in the day-to-day operations of the lesson. They can be used to help students identify their strengths and weaknesses and target areas that need work. There are numerous formative assessments (e.g., check for understanding, student summarization of key concepts, Venn diagrams, student doodles/illustrations, exit slips).

Criterion-Referenced

- this type of standardized assessment is used to measure whole group performance by assessing the individual's performance against a fixed set of standards or criteria. Passing requires correctly answering a certain percentage of questions. STAAR is an example of a criterion-referenced test.

The following is a sample list of teacher guidelines that may be incorporated into a school AUP (Acceptable Use Policy)

1. Always remove any unnecessary e-mails from the server as file storage space is limited. 2. Remind students of the school AUP and discuss issues that may arise relating to its implementation. 3. Update filtering software regularly. 4. Log student access to the Internet and agree on how or if their use of email, chat and the World Wide Web should be monitored. 5. Remember to log out (and shut down the computer) at the end of your Internet session. 6. Remind students that the deliberate violation of the school AUP could lead to the temporary or permanent removal of their account. (Insert the specific regulations.) 7. Report child pornography to the hotline, the police or the Internet Service Provider.

What are the five steps for problem-solving?

1. Define the problem 2. Brainstorm solutions 3. Pick a solution 4. Implement the solutions 5. Review the results

The following is a sample list of student guidelines that may be incorporated into a school AUP (Acceptable Use Policy)

1. Keep your full name, your address, your home telephone number, and the name and address of your school a secret. 2. Do not send photographs of yourself or your friends to anyone. 3. Always ask your teacher for permission to download anything from the Internet. 4. Always ask teacher's permission before registering to participate in competitions and before you give the school e-mail address to anyone. 5. Tell your teacher if someone sends you picture that upset you. Do not reply to that person. Always tell your teacher if you see these kind of pictures on the Internet. 6. If someone upsets you in a chat room leave it immediately and report it to your teacher. 7. If someone on the Internet asks to meet you face-to-face always tell your teacher. 8. Always treat the people you meet on the Internet as strangers and remember that they may not be who they say they are. 9. Sending personal emails is not allowed. Check with your teacher before sending class emails. 10. If you have permission to bring to school your own diskettes or CD-ROMs, always remember to check them for viruses before using them. 11. Never download or upload material without prior permission from your teacher or school ICT coordinator. 12. Always ask teacher's permission before you join a newsgroup or chat room.

Extrinsic motivation

Extrinsic motivation occurs when a behavior is performed to earn a reward or avoid punishment; the rewards and punishments may need to be increased or changed over time to maintain a certain level of effectiveness; extrinsic motivators typically do not work over a long period of time because once the rewards or punishments are removed, the individual loses their motivation.

When determining what to ask your students, consider the following:

Focus on important lesson information Use open-ended, higher level questions (see chart*) Ask questions with more than one possible answer or solution method Predict possible student answers and think about your response to them Use increasingly complex questioning to increase critical thinking

Your role is to provide second language acquisition instruction that will increase the student from his/her current proficiency level. This is accomplished by providing instruction that is, what three things must you consider?

Focused - Instruction and academic tasks are specifically designed with an emphasis on promoting students' English language development. Targeted - Instruction and academic tasks are purposefully aligned to the language proficiency levels of ELs. Systematic - Instruction and academic tasks are carefully planned and consistently implemented to address the progression of skills necessary to support the accelerated learning of English.

Student-Generated Test Questions

A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam. Share these guidelines with your students and ask them to write an answer one to two questions like those they expect to see on the exam.

Technology Standard III

All teachers acquire, analyze, and manage content from digital resources.

When reviewing the assessment, be sure to

• Apply assessment criteria • Provide feedback to students • Revise instruction as indicated by assessment results

When preparing to administer the assessment, be sure to

• Communicate assessment criteria and standards to students • Provide well-defined directions

Questions to ask yourself when thinking about quality

• Does it measure what it intends to measure? • Does it allow students to demonstrate what they know/are able to do? • Is it accommodated to meet needs of students with disabilities or ELLs? • Is it reliable across applications within the classroom? • Is a reasonable time frame provided for student completion?

How do I develop this assessment?

•Determine sample - select, create, modify test items • Match to instructional goals and objectives • An adequate sample of items • Determine assessment criteria • Incorporate higher order thinking skills • Directions - clearly stated; no missing information

Application Cards

Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.

problem recognition tasks

Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class. Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem.

Intrinsic motivation

Intrinsic motivation occurs when a behavior is performed for its own sake; the individual may have an internal desire to do the behavior because he/she finds it to be personally enjoyable, relevant, interesting, beneficial, fun, exciting, etc.; it is not performed for an external reward; it can be long-lasting and self-sustaining.

What does K-W-L technique mean?

Know - what they already know; Want - what they want to know; Learn - what they learned during the class.

What is Minute Paper?

Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment. Give students one to two minutes to write a response on an index card or paper. Collect their responses and look them over quickly. Their answers can help you to determine if they are successfully identifying what you view as most important.

Problem-solving

Problem-solving is an instructional technique that promotes intellectual involvement and active engagement.

Evaluation (Bloom's Taxonomy)

Questions at this level require students to make judgements about the value or merits of an idea, purpose, and solution to a problem, procedure, method of product. Examples: Justify... Evaluate... Judge X according to <given criteria>? Which option would be best for party Y? Assessing theories; Comparison of ideas; Evaluating outcomes; Solving; Judging; Recommending; Rating

Synthesis (Bloom's Taxonomy)

Questions on synthesis level permit students to devise ways to design experiments and test hypotheses. Students may be required to write a paper and a report in which ideas are synthesized or problems are solved Examples: Design... Construct... Develop... Formulate... Using old concepts to create new ideas; Design and Invention; Composing; Imagining; Inferring; Modifying; Predicting; Combining

Knowledge (Bloom's Taxonomy)

Questions on the knowledge level require students to remember facts they have already learned and recall these facts as they have been learned. Examples: Define.... List.... State.... Identify.... Recall of information; Discovery; Observation; Listening; Locating; Naming

Reward Considerations

Rewards are sometimes used to: - get an uninterested individual to participate in something, learn a new skill - inform an individual that their performance has reached a certain level/standard Rewards should not be used if: - The individual is already intrinsically motivated - it becomes excessive

Directed Paraphrasing

Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words (e.g., a grants review board, a city council member, a vice president making a related decision). Provide guidelines about the length and purpose of the paraphrased explanation.

You can provide an active learning environment by:

Shifting relationships among teachers, students, and knowledge Encouraging students to take responsibility for own learning Providing opportunities for students to work together, develop their own questions, and investigate them Allowing students to participate in instructional design, facilitation, and assessment Conducting activities involving collaboration and communication Having students analyze, synthesize, and evaluate information

Technology Standard I

Standard I. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas and create products.

Technology Standard II

Standard II. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning.

Technology Standard IV

Standard IV. All teachers make informed decisions by applying critical-thinking and problem-solving skills.

Technology Standard V

Standard V. All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources.

Technology Standard VI

Standard VI. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. This is the largest standard in terms of indicators. There are three pages from the document related to what teachers are expected to know and be able to do.

Technology Standard VII

Standard VII. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum. This standard requires the teacher to incorporate technology for teaching and integrating these standards into your curriculum. There are 18 indicators for this standard.

Application (Bloom's Taxonomy)

Students are required to identify the relevant information and rules to arrive at a solution and solve problems using known algorithms. Examples: How could X be used to Y? How would you show, make us of, modify, demonstrate, solve, or apply X to conditions y? Using and applying knowledge; Using problem solving methods; Manipulating; Designing; Experimenting

Comprehension (Bloom's Taxonomy)

Students must be able to rephrase information using their own statements and translate knowledge into new concepts and interpret graphs, tables, charts, and cartoon Examples: Predict... Interpret... Infer.. Summarize... Convert... Give an example of x... Understanding; Translating; Summarizing; Demonstrating; Discussing

Analysis (Bloom's Taxonomy)

The analysis level requires that students separate an idea into its parts of elements and demonstrate an understanding to the relationship of the parts to the whole. Examples: Differentiate.. Compare/Contrast... Distinguish X from Y? How does X affect or relate to Y? Identifying and analyzing patterns; Organization of ideas; recognizing trends

Muddiest Point

This is similar to the Minute Paper but focuses on areas of confusion. Ask your students, "What was the muddiest point in... (today's lecture, the reading, the homework)?" Give them one to two minutes to write and collect their responses.

2. Brainstorm solutions (5 steps for problem-solving)

What are some ways to solve the problem? The goal is to create a list of possible solutions to choose from. The harder the problem, the more solutions you may need.

4. Implement the solutions (5 steps for problem-solving)

What are you doing? The implementation of a solution requires planning and execution. It's often iterative, where the focus should be on short implementation cycles with testing and feedback, not trying to get it "perfect" the first time.

3. Pick a solution (5 steps for problem-solving)

What are you going to do? The ideal solution is effective (it will meet the goal), efficient (is affordable), and has the fewest side effects (limited consequences from implementation).

1. Define the problem (5 steps for problem-solving)

What are you trying to solve? In addition to getting clear on what the problem is, defining the problem also establishes a goal for what you want to achieve.

5. Review the results (5 steps for problem-solving)

What did you do? To know you successfully solved the problem, it's important to review what worked, what didn't and what impact the solution had. It also helps you improve long-term problem solving skills and keeps you from re-inventing the wheel.

Classroom Opinion Polls

When you believe that your students may have pre-existing opinions about course-related issues, construct a very short two- to four-item questionnaire to help uncover students' opinions.

When creating assessments, ask yourself

Why assess? • What will be assessed? • How will it be used? • How will it impact instruction? • Does it reflect high expectations?

Higher-order thinking skills includes

include synthesizing, analyzing, reasoning, comprehending, application, and evaluation.

Acceptable Use Policies:

is a document stipulating constraints and practices that a user must agree to for access to a corporate network or the Internet.

Input Device -

is a piece of computer hardware equipment used to provide data and control signals to an information processing system such as a computer or other information appliance; e.g., keyboards, mice, scanners, digital cameras, joysticks

Output Device -

is used to send data from a computer to another device or user; e.g., monitors, projectors, speakers, headphones, printers

metacognition

thinking about thinking It is an increasingly useful mechanism to enhance student learning, both for immediate outcomes and for helping students to understand their own learning processes.

Norm-Referenced -

this type of standardized assessment measures the relative performance of an individual within a group. It is administered to students in the same age group or grade level across schools and districts. The test questions and length of time are standard for all students taking the same test. Comparisons can be made between an individual student and the average performance of other students at the same grade level within and outside of the school district. Student performance is reported in standard scores, percentile ranks, t scores, or z scores. Stanford Achievement Test, Iowa Test of Basic Skills, and SAT are all examples of norm-referenced assessments.

According to TEA the student is expected to... (Reading)

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left to right and top to bottom; (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; (D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text; (E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; (F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; (H) read silently with increasing ease and comprehension for longer periods; (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating an understanding of supporting ideas and details in the text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; (J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from the text and graphic sources, and finding supporting text evidence commensurate with content area needs; and (K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.

According to TEA the student is expected to... (writing)

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English; (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; (E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly; (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

According to TEA the student is expected to... (speaking)

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; (E) share information in cooperative learning interactions; (F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including keywords and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired; (I) adapt spoken language appropriately for formal and informal purposes; and (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

After you have posed a question to your class, provide wait time of what?

(minimum of 3 seconds) for students to think about what they want to say before they respond.

Relationship Between Rewards and Intrinsic Motivation

-Unexpected external rewards typically do not decrease intrinsic motivation - Praise can help increase internal motivation - Intrinsic motivation will decrease when external rewards are given for simple tasks or for only doing minimal work - An individual may become intrinsically motivated if a reward increases an individual's feeling of competence