¶ … connected with me in a very logical way. The point that Peregoy and Boyle (2013) make about how sheltered instruction puts "both subject matter and language" together I found to be completely sensible. Subjects and language should go together when teaching ELLs. The name for this practice -- sheltered instruction -- was also something I thought to be interesting: the idea that this kind of approach not only builds on foundations already poured (like all homes), but that it also provides a roof over the student's head that keeps out the confusion and turmoil that can sometimes rain down as a result of improper or inadequate instruction.
By helping students to make connections, this type of instruction provides them with a bigger picture experience so that they can see how the learning applies to their own life, how it builds upon what they have already learned. They get a sense of real progression and can feel confident that they are moving forward. At the same time, the teacher is able to provide enough support that the student does not feel overwhelmed.
This support can come by way of technology -- using digital media or Internet-based interactive exercises that can be exciting for students and give them
Uniting various materials into one lesson gives the class a very distinct and varied feel -- students are always given something new to keep them engaged and teachers are never flummoxed by doing the same repetitive thing over and over again, worrying that the lessons are becoming stale and boring. Sheltered instruction looks like it would work for everyone and I think it would be a very successful approach for my students in the future.
Literary Article Review
The journal article by Sireci and Faulkner-Bond (2015) focuses on the assessment of ELLs by emphasizing the importance of breaking the examinee population into subgroups, since not all examinees are truly at the same level. The study shows that these subgroups should have their own special assessment criteria since they are all coming from different places or levels of understanding and skill set. As the researchers state, "no test is perfectly suited for all students" and thus "it is important to consider indentifiable subgroups . . . when considering the fairness and appropriateness of educational tests" (Sireci, Faulkner-Bond, 2015, p. 215). The key concept of the article is that ELLs can be deprived of "valid interpretations" of assessments when they are all judged by a standardized assessment (Sireci, Faulkner-Bond, 2015, p.…
Although these students are very active learners, they also enjoy reading silently and time for their own thinking. The students enjoy participating in sports, dancing, and singing. Luis Luis (not his real name) is a bright, outgoing 3rd grade boy. After speaking with Mrs. Jones, I learned he has been in the United States since the end of 1st grade. During the (approximately) two years Luis has lived in the United
They must also solve polynomial, exponential and logarithmic equations both analytically and graphically. Standard 4: Students must be able to understand and use matrices to perform basic operations. This includes addition, subtraction, multiplication and inversion of matrices. They must also be able to identify the appropriate methods and technology to accomplish this. In addition, students must demonstrate the ability to find the inverses of two-by-two matrices without only with the
Emotional Behavior Disorder The learning environment has been characterized by the presence of students with emotional problems and behavior disorders. This trend contributes to considerable challenges in the educational system and for teachers. Consequently, there are various strategies and programs that have been developed and implemented in the education system to help students with disabilities. Some of these measures include the development of educational programs for students with emotional problems and
G., work song, spiritual, jazz) Student did not correctly identify the genre About the Song Student made plausible arguments explaining what the song is about, who might have written it, and why. Student demonstrates understanding of the composition. Student made weak arguments explaining what the song is about, who might have written it and why. Student demonstrates vague understanding and cannot discuss the piece other than in very general terms. Student cannot identify what the
Classroom Grade level: 6th and 7th Subject: Literature For this assignment a Literature Unit on Short stories for a 6th-7th grade combined classroom has been chosen. The purpose of 6th and 7th grade literature is to introduce and study various genres of literature, literary devices, and analytical techniques challenging students to develop advance literary skills including the ability to think critically about what they read and to develop advanced composition skills.
Education Regardless of grade level, teacher-centered and student-centered instructional strategies incorporate similar situations and practices. The teacher-centered approach usually involves little student participation in class discussions, few opportunities for group activities, and little in the way of interactive or multimedia projects. Students are expected to be passive learners, their brains like sponges to soak up the learning material imparted by the instructor. In a teacher-centered approach, the teacher also demands a
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