Language Objectives: The Key to Effective Content Area Instruction for English Learners. In this article written for Colorín Colorado, Jennifer Himmel of the Center for Applied Linguistics (CAL) provides an overview of how to use language objectives in content-area instruction for English learners. Her overview includes: what a language objective issteps that teachers can take to create language objectiveshow to implement language objectives in a general education classroomhow to align objectives to content and language standardsideas and resources on how to support teachers as they become familiar with this practice. Language Objectives: An Overview Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to provide all of her students with authentic activities and tasks to relate the significance of the mathematical concepts that she teaches to their lives.
As Mrs. Academic English Teaching content to ELs: The challenge Teaching content to ELs: The solution To this end, language objectives: Back to top Sources: Video Bonus! BICS & CALP - English Language Learners on the "Write" Path - LibGuides at Dalton State College. Page 3 There are many myths about second-language acquisition, and they often get in the way of our understanding of ELLs.
We never want to think of them as deficient, and surely we want to do everything within our power to help them. But where do we begin, and do we need to alter our ideas about teaching methodology, strategies, and techniques? The answer is no! We simply need to understand what's going on with ELLs and then enhance our strategies and techniques for working with them. A study of applied linguistics and language acquisition take us into the issues of how the human mind deals with first and second languages and how we make connections from one language to another.
So, with that realization, how can we help our ELLs? Author: Sarah Anne Shope, MAPW, MS Ed TESOL, PhD Dalton State College Faculty, University of Georgia Global TESOL Certificate Program Director/Instructor. #ECG2016ELL #ECG2016. #ECG2016ELL #ECG2016 Finally, I encourage everyone to consider Cummins's BICS/CALP quadrants when teaching.
#ECG2016ELL #ECG2016 FACIL: I also use power verbs as connectives rather than just but, so, therefore. Learning. Videos: EAL Teaching. These videos show either direct examples of good teaching practice for the benefit of EAL learners or are talks about strategies / approaches to good EAL teaching practice. Showing results for "EAL Teaching" Playlist NALDIC 3 minute presentation 1: Oksana Afitska Description Oksana Ofitska's 3-Minute presentation on teaching science to Primary EAL students. NALDIC Conference 22, Nov 22 2014. NALDIC 3 minute presentation 2: Angelika Baxter Description Angelika Baxter: EAL - an emotional journeyThis video was recorded at NALDIC 22 conference.
Language, Literacy & E-books - Learning Without Frontiers, L Description Neal Hoskins, Managing Director of publisher WingedChariot, with Tom Cooper and Jo Barclay of Lewisham Local Authority present a project using iPod touch devices to improve literacy and support English as an additional language (EAL) at the LWF Festival of Learning & Technology in London, January 10th 2011. What English-Language Learners Wish Teachers Knew. How to Design Projects Around Common Core Standards. Call me bass-ackwards, but I don't design projects around the Common Core Standards. I design projects based on what I believe are engaging topics that encourage my curriculum. Having said that, I don't neglect them either. In fact, by the end of my design process, I would say that I've become rather intimate with the series of standards I'm trying to hit.
I should back up and say that I teach using project-based learning, and PBL is very different from just assigning projects. A project is a kind of assessment. In fact, designing and developing a project-based learning outcome is its own process, and while I don't tend to invite the standards to the party first off, they do end up being the guest of honor. Now, I have a two-prong approach to designing PBL units or even developing the Performance Based Assessments for my own district. I prefer, however, a different way to design. Do What You Want First I prefer to enjoy what I'm doing.
Design towards what you love. Share the Burden. Edutopia. You know the hardest thing about teaching with project-based learning? Explaining it to someone. It seems to me that whenever I asked someone the definition of PBL, the description was always so complicated that my eyes would begin to glaze over immediately. So to help you in your own musings, I've devised an elevator speech to help you clearly see what's it all about. PBL: The Elevator Speech An elevator speech is a brief, one- or two-sentence response you could give someone in the amount of time it takes to go from the first floor to the second floor in an apartment building. I like this visual, and I use it with my students because getting to the point and encapsulating the gist of something is vital in today's speaking- and writing-heavy world.
So the elevator opens up, a guy walks in and out of the blue asks you, "What the heck is project-based learning anyway? " You respond accordingly: "PBL is the act of learning through identifying a real-world problem and developing its solution. Giving immediate correction to ESL students’ spoken errors. In my last post, I wrote that I normally focus on errors which are: common to several learners; orrepeated (by one or more students); andeither involve language our students should already be familiar with; orare at a level just beyond that of our students (to help them expand their range of vocabulary or enhance their grammatical competence a little). Over the next few posts, I’ll go into a little more detail about when might be a good idea to correct students’ mistakes, and look at some different ways of correcting them. Hopefully, these notes will be of some use to less experienced teachers or those who have yet to get a CELTA or equivalent qualification.
When might we shy away from correcting student errors? I’ve listed some possible answers below. Whilst you look through them, you might want to ask yourself which you consider to be good reasons not to correct. Obviously the last two reasons seem more like excuses. What options do we have when correcting spoken English? Timing. Exploring the Advantages of Using Rubrics. “I don’t believe in giving students rubrics,” a faculty member told me recently. “They’re another example of something that waters down education.” I was telling him about a study I’d just read that documented some significant improvement in student papers when students used a detailed rubric to guide their preparation of the research paper. I wasn’t very articulate in my response to him and decided I’d use this post to explore some of the issues involved in sharing rubrics and grading criteria with students. “I don’t understand what you want on this assignment.”
It’s one of those comments teachers don’t like to hear from students, and rubrics, checklists, or the grading criteria offer constructive ways to respond. They identify those parts of an assignment or performance that matter, that if included and done well garner good grades and learning. If teachers don’t identify them, then students must figure out for themselves what the assignment needs in order to be considered good. How to Give Students Meaningful Feedback. Resources >> Browse Articles >> Assessment, Grading & Evaluations Featured Author: Nina Smith Nina Smith is a pedagogical consultant who helps teachers to thrive in their profession.
She is also an educator, teacher trainer and a mother of four. Nina has taught preschoolers as well as elementary age students, teenagers and adults, enjoying each experience. Originally Nina comes from Finland, where she studied educational psychology and also earned her M.Ed from the University of Jyvaskyla. Her international travels, work experience of 16 years, theoretical knowledge and successful parenting have now crystallized into consulting.
Being a teacher means that you are wearing many hats at the same time. Being a teacher means wearing many hats at the same time. The very first thing in feedback is to have a clear focus where to target it and also an understanding about the desired outcome. Targeting the feedback to help students achieve the learning objective of the day is a god place to start. EAL Academy. Practical Ideas on Alternative Assessment for ESL Students. Before a unit of study, teachers can have students fill in the K and W columns by asking them what they know about the topic and what they would like to know by the end of the unit. This helps to keep students focused and interested during the unit and gives them a sense of accomplishment when they fill in the L column following the unit and realize that they have learned something.
Back to the Table of Contents Oral Performances Or Presentations Performance-based assessments include interviews, oral reports, role plays, describing, explaining, summarizing, retelling, paraphrasing stories or text material, and so on. Oral assessments should be conducted on an ongoing basis to monitor comprehension and thinking skills. When conducting interviews in English with students in the early stages of language development to determine English proficiency and content knowledge, teachers are advised to use visual cues as much as possible and allow for a minimal amount of English in the responses.
Teacher Section. List three things you have learned today List three things your neighbour has learned today 60 second challenge – sum up Write the new words you have learned this lesson and what they mean in ICT (also alternative meanings in other curriculum areas) Write three/five top tips for… The answer is … what is the question? Take one minute to compose two sentences in your head to explain what we have learnt and how we have learnt it, using the key words from the lesson Where can you use/apply this skill in other areas of ICT or in other subjects?
In pairs, answer this question on a post-it/sheet, stick it on the board and review. Does everyone agree? Show your work to your neighbour, work in pairs to set targets Self assessment – record what you’ve learnt, any difficulties you have had and set your personal targets Prediction - what do you think will happen next? Original source: Examples of Formative Assessment. When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening.
The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning. Observations Questioning Discussion Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Individual Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock eHow: Types of Formative Assessment.
Why Use Authentic Assessment? Why Use Authentic Assessment? The question "Why use authentic assessment? " is not meant to suggest that you have to choose between traditional assessments such as tests and more authentic or performance assessments. Often, teachers use a mix of traditional and authentic assessments to serve different purposes. This section, then, attempts to explain why teachers might choose authentic assessments for certain types of judgments and why authentic assessments have become more popular in recent years.
We do not just want students to know the content of the disciplines when they graduate. We, of course, want them to be able to use the acquired knowledge and skills in the real world. So, our assessments have to also tell us if students can apply what they have learned in authentic situations. Can you think of professions which require some direct demonstration of relevant skills before someone can be employed in that field? We all have different strengths and weaknesses in how we learn. Fregeau - Assessing ELLs in ESL or Mainstream Classrooms: Quick Fixes for Busy Teachers. The Internet TESLJournal By Laureen A. Fregeau and Robert D. Leierlfregeau{at}usouthal.edu and rdl0002{at}auburn.eduUniversity of South Alabama (Mobile, Alabama), Auburn University (Auburn, Alabama, USA) Introduction One result of the Lau vs.
Many (ELLs) are now mainstreamed into regular classrooms. Taking a test can be a very frustrating experience for an English Language Learner. Easy Accommodations for Assessing ELLs ELL students benefit most from having assessment accommodations in English rather than assessment translations in their language. Some general accommodations that fit into both instruction and assessment are: allow students who speak the ELL's first language to translate especially in project and lab assessmentsallow the use of electronic word-to-word translators and picture dictionariesmake use of comprehension supports such as study buddies and cooperative groups Simple Strategies: Prepare Students to Take Tests Simple Strategies: Accommodate Students Taking Tests. Inclusive Education -Breaking Barriers | pmateini's Blog. “The world needs all kinds of minds” – Temple Grandin Hello There, Today is the international day of persons with disabilities and it is not an ordinary day to remember their rights but also a day to reflect what we have done to include millions of people around the globe in our society and also in our classroom.
First of all, Do we really know what means inclusion? I looked for some definitions and according to Oxford dictionary is the action or state of including or of being included within a group or structure. After this definition, I tried to focus on educational issues, in which my research is focusing on incluisve education. Although we have technologies, methodologies and theories to improve our teaching skills, we still have a huge gap, when it comes to include our students in our schools. And whether you think, it is a merely problem in Brazil, sorry but you are wrong! “If a child can’t learn the way we teach, maybe we should teach the way they can learn” – Ignacio Estrada sources:
Bradley - Scaffolding Academic Learning for Second Language Learners. The Internet TESL Journal Karen Sue Bradley & Jack Alden Bradleykfksb00 [at] tamuk.eduTexas A&M University (Kingsville, Texas, USA) Introduction What is meant by the term scaffolding? "Scaffolding refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning" (Ovando, Collier, & Combs, 2003, p. 345). The teacher of second language learners has to facilitate that support. Then, "as students become more proficient, the scaffold is gradually removed" (Diaz-Rico & Weed, 2002, p. 85).
"The overriding drive in current changes occurring in second language teaching is the need to teach language through something essential and meaningful to the student. The lesson design format integrates reading and writing and leads students from the pre-reading stage through the post-writing reflection stage. I. Helping second language learners master academic content can be challenging. II. III. 1. SEALL – Supporting EAL Learners. Making active and creative use of all the languages in your classroom. | Lexical Lab. Making active and creative use of all the languages in your classroom. | Lexical Lab. Thanasoulas - What is Learner Autonomy and How Can It Be Fostered. A Language Immersion Story | Social Studies.
Module 4.Lesson 5.Video 1. Grammar and vocabulary: seven ways to help students enjoy grammar. Coursera. ASCD Express 9.17 - Introducing Academic Vocabulary. Transitional Words and Phrases.