Documente Academic
Documente Profesional
Documente Cultură
* Adapted from Walqui & vanLier (2010) Scaolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise
English program (MA thesis on biliteracy) 11 years of classroom experience in a K-8 setting (about 75% ELL) Attending and Facilitating Training for Teachers of ELLs Research with the UCLA Translation Project (linguistic repertoires in a Humanities classroom)
Teaching teachers has challenged me to model best practices as I teach Teaching undergraduates has challenged me to still teach high levels of analysis with rigorous texts Teacher candidates need to be prepared to teach all English Language Learners in all content areas and with high levels of rigor
PREPARING LEARNERS 3 step interview Anticipatory Guide INTERACTING WITH TEXTS Jigsaw Text Reading with Interactive Bookmarks Share main idea in home groups Return to Anticipatory Guide EXTENDING UNDERSTANDING Mind Mirror Collaborative Poster Planning your own lesson
OBJECTIVES:
To
promote
linguistic,
conceptual
and
academic
development
Each
student
requests,
provides,
and
reports
information.
Partner
A
shares
with
Partner
B
Then
Partner
A
reports
what
Partner
B
reported
when you assigned a reading and your students did not get the big ideas presented in the article. How did you feel? What did you do?
OBJECTIVE: Enables students to use language that may be beyond their individual ability Designed to start students thinking about some of the key ideas that will be explored in a text
AGREE DISAGREE 1. Because I am teaching teachers, I should assign texts that are reader and teacher friendly. 2. As the instructor, I am responsible for building scaolds into all of my lesson plans. 3. I worry that providing too many scaolds creates a class of students who lack independent critical thinking skills.
1. 2. 3. 4. 5.
If only we integrated all schools (mixed race and socio- economic status), education would be more equal for all. It would be ideal if the teachers racial/ethnic make-up matched that of her/his students. If we keep seeing race and class as issues in education, we are continuing to perpetuate decit thinking about groups in the minority. Teachers are solely responsible for creating environments where all students can learn, despite the conditions in schools and in society. If teachers simply studied the various culture of their students, they would create more responsive learning environments.
chunk
text
OBJECTIVES: Students deconstruct a rigorous text, focus on one chunk, analyze it, and get to understand it well Students all share newly gained knowledge
chunked section with your group Be sure stop every 1-2 paragraphs to clarify (use the bookmark) As a group, write one sentence that summarizes your section: In this section, the author claims that _______ Return to your base groups and do a round robin sharing your summary sentence
177-178) Learning from a SC pers. (p.160-163) Scaolding (p.163-165) Features-Scaolded vs. IRF(p165-167) Beyond expert-novice(p.167-169) Scaolding for ELL (p.169-170)
OBJECTIVES: I still agree with Taking a stance based statement one on understanding of because____________. the reading I now disagree with Providing evidence for statement two because that stance ___. Another opportunity Im still unsure about to use language
secondary settings Scaolding is synonymous with Sociocultural theory (Vygotsky) specically ZPD Bruner developed the idea of set-up and peekaboo 3 levels of scaolding: planned curriculum over time, procedures in one activity, collaboration and interaction Van Lier describes 6 central features
the text
OBJECTIVES: Synthesize and represent their understanding of the texts Keep each student accountable for their thinking
Each
person
takes
a
dierent
color
marker
Create
a
poster
(together)
representing
your
thoughts
on
the
reading.
Capture
the
main
ideas
of
the
texts:
2
quotes
2
vocab
terms
2
visuals
2
teaching
strategies
Chunking
Texts
Provide
Students
with
Headings
and
Guiding
Questions
to
break
up
a
challenging
text
End activity:
Students should collect their thoughts about the course, the reading, the debate, and their own beliefs in order to complete the activity. The face is used for thoughts of the topic, the body is for personal feelings of the topic and the arms and legs are for actions you plan to carry out as future teachers!
question to guide student reading Vocabulary activities and games Visuals to prepare learners- gallery walks with quotes or pictures, milling to music, etc. Dialectical Journals, Literature circles, or Squeeze activity to interact with text Socratic Seminars or philosophical chairs to extend the activity Other suggestions?