This chapter was all about assessment, different types of assessment, and the purpose of assessment and how it should guice instruction. Performance based learning suggests that there are 3 important objectives that should be included in an optimal lesson for English learners. They are : 1) Content (knowledge or skills in subject area, 2) Learning to learn (knowledge, skill, or learning strategy that teaches student how to azquire or process information, and 3) Language (knowledgeor skill in some facet of English). The chapter discusses the TESOL standards , broad statements, which describe the competencies that English Learners need to become fully proficient in English. The presence of TESOL standards insures that the expectations and content of English language instruction are standard from one place to another.
Assessment is the process of determining current levels of a student's performance or knowledge. Ongoing assessment throughout a school year shows how a student is meeting standards or goals and clearly demonstrates progress made throughout the year. Assessment shows a student's strengths, areas of weakness, and should guide instruction. Outcome-based performance assessment provides feedback about what a student has learned and helps a teacher to adapt instruction to a student's changing needs. There are many different types of effective outcoem based assessments- they include rubrics, teacher constructed tests, portfolios, and teacher observation and evaluation. Assessment is also important to initially place English learners into a program and then it is important to show progress and redesignate learners who are making progress in learning English. As an SDC preschool teacher, assessment is critical to find the strengths and weaknesses of students, to determine current levels, to write goals for improvement in needed areas, and to adapt instruction. Much of our assessment in preschool is informal- observation , anecdotal notes, portfolio assessment, file folder games, etc . The students are formally assessed twice a year through teh DRDP. Assessment is any form is necessary to hold me accountable and to determine progress fo the students.
In the text' "Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities", the authors Echevarria and Graves state that " To best meet the needs of each of these students, it is imperative that a systematic process be followed to program and educate properly all students to their potential." This process includes gathering data, conducting assessments, and implementing the instruction in 1) native language knowledge, 2) English-language knowledge, 3) academic background, and 4) learning and behavior problems.
In sposton1's blog, it stated "Education today is all about assessment. Learning today is about performance on measurable outsomes." I agree. Standards based teaching is a good thing- to have certain measurable things that a student should learn in a school year. But, it becomes a problem when there are so many standards that there is not time anymore for other im portant subjects such as music, art, physical education, etc...The downside of standardized testing is that many teachers teach to the test and don't have time for anything else. Assessment shoudl guide instruction- and teachers should adapt instruction often based on their assessment of student learning.
In Viaverlia's blog, it shared information about specific recommendations for assessing English Language Learners. It stated that "The student should be tested in native language and English and a variety of techniques should be used." I think it is important to assess students in their native language to get accurate and reliable information about current levels. Jsut recently, I assisted in assessing an ELL preschool student in Spanish. This little girl really surprised us with how much she knew and understood. We would not have gotten an accurate picture of her had we tested her in Spanish. We also used a variety of methods of assessment to get a clear picture of her language abilities, including observation, language samples, interview with parents in Spanish, standardized test in Spanish, a home visit to observe her in a familiar environment. using a battery of assessment techniques and assessing her in Spanish gave us a much needed true picture of this child's abilities adn potential.
Tuesday, December 1, 2009
Chapter 2: Critical Roles for Teachers
As the title suggests, this chapter discusses the many roles that educators play in the lives of their students. A few of these roles include: language emissaries adn mediators, as agents of introduction to the target culture, and as sources of knowledge for their colleagues. The author discusses two main instructional techniques that are in great contrast. The first, critical pedagogy, begins with problem posing and draws on real life,ie...teh student's experiences, culture, adn personal stregnths to resolve problems in their everyday life.. The teacher converses with the students about difficulties in their lives and how their lives here differ from in their native country. The teacher presents pictures, photographs, drawings, collages, etc..to students that represent a personal or emotionally charged social conflict. The teacher then begins asking very simple concrete questions, like "What do you see?" and then follows up with inductive, open ended questions, like "How does this apply to you?" and "What are some solutions to this problem?"
The other main teaching strategy presented in this chapter is the "Banking Model of Instruction." This strategy falsely assumes that the students minds are empty accounts in which to deposit information. This strategy of instuction is based on two premises...1) that students/learners are empty, and 2) standard knowledge is useful for everyone. I believe that it is more motivating to learn language that relates to real life, what the student is experiencing and real challenges that the student faces. So, I agree more with the first "Critical Pedagogy" approach. This seems like it would be much more motivating to students to talk about "real life" as opposed to random knowledge that may or may not be useful.
In the text, "Sheltered Content Instruction: Teaching English Language Learners With Diverse Abilities", the author explains the "Social Interactionist Learning Theory" by Les Vygotsky.In discussing this theory, the authot Echevarria and Graves state that "Through social interaction, student's confront other people's points of view and discover how other people respond in various situations." This quote reminded me of the the "Critical Pedagogy "theory where teacher pose real life problems and discuss with students how they might solve the problem. In this way, everyone hears the views and opinions of others.
In specialteach2's blog, she states, "teachers may not be able to control much about their students lives, but they can control the atmosphere in our own class." I agree with this statement. As teachers, we each have the opportunity to create a positive, safe and secure, and motivating learning environment for our students. Despite a students home environment, they can create a community within the classroom where students are accepting, encouraging, and motivated to learn.
In responding to Nicoel William's blog, Robinjcarver stated, "Think of the power that so many people have who have the privelege of knowing/learning multiple languages." This is so true, especially in California. A student who speaks Spanish, for example, and is fully bilingual, will have greater opportunities for e mployment than one who does not. Many employers pay a stipend to those who are bilingual also. Being bilingual and speaking 2 languages is a very important skill and will open doors and empower that person.
The other main teaching strategy presented in this chapter is the "Banking Model of Instruction." This strategy falsely assumes that the students minds are empty accounts in which to deposit information. This strategy of instuction is based on two premises...1) that students/learners are empty, and 2) standard knowledge is useful for everyone. I believe that it is more motivating to learn language that relates to real life, what the student is experiencing and real challenges that the student faces. So, I agree more with the first "Critical Pedagogy" approach. This seems like it would be much more motivating to students to talk about "real life" as opposed to random knowledge that may or may not be useful.
In the text, "Sheltered Content Instruction: Teaching English Language Learners With Diverse Abilities", the author explains the "Social Interactionist Learning Theory" by Les Vygotsky.In discussing this theory, the authot Echevarria and Graves state that "Through social interaction, student's confront other people's points of view and discover how other people respond in various situations." This quote reminded me of the the "Critical Pedagogy "theory where teacher pose real life problems and discuss with students how they might solve the problem. In this way, everyone hears the views and opinions of others.
In specialteach2's blog, she states, "teachers may not be able to control much about their students lives, but they can control the atmosphere in our own class." I agree with this statement. As teachers, we each have the opportunity to create a positive, safe and secure, and motivating learning environment for our students. Despite a students home environment, they can create a community within the classroom where students are accepting, encouraging, and motivated to learn.
In responding to Nicoel William's blog, Robinjcarver stated, "Think of the power that so many people have who have the privelege of knowing/learning multiple languages." This is so true, especially in California. A student who speaks Spanish, for example, and is fully bilingual, will have greater opportunities for e mployment than one who does not. Many employers pay a stipend to those who are bilingual also. Being bilingual and speaking 2 languages is a very important skill and will open doors and empower that person.
Chapter 6: Oracy Instruction that Builds on the First Language
This chapter discusses the need to build oracy systematically, bulding on primary language skills. Vygotsky emphasized the importance of the primary languagge - he believes that learning and being able to communicate in a first language (speaking, listening, writing, and reading)helps children engage in higher level thinking skills. The more that children use language in a classroom environment, the more they will learn how to think. The natural sociability in children in their first langauge is the foundation for their intellectual development.
I agree with these premises. Children who are not delayed with the development of their primary language and are able to speak fluently in a primary language to express themselves have laid a foundation for further learning and development. I have seen that a child who is understands how to communicate, using a system of language, including sign language, will transfer language skills learned to English and will have an advantage to a child who is delayed in primary language and has never developed the ability to communicate. In the text, "Sheltered Content Instruction-Teaching English Language Learners with Diverse Abilities", the author states "We know that those who speak their native language fluently adn have developed age apropriate literacy skills have increased opportunities of developing language and literacy skills in English." The author goes on to state, "Those who have developed cognitive knowledge and concept comprehension in their native language have better opportunities for learning English."(page 4)
Robinjcarver, in her blog, stated that "At times, English language learners face challenges of not having the words to express themselves in the English language or may not comprehend what is being taught in English." This is true and adds credence to why this c hapter on developing oracy skills is so important. To become competent speakers of English, our students must be able to listen and understand and also speak clearly to share the important messages that they would like to share. In special education preschool, we at times get students who are delated in primary language and not able to express selves in any language. At the beginning stages, we do a lot of modeling, use gestures, total communication, etc...to help the children express basic needs.
In sposton1's blog, it states, "There are many challenges involved in teaching English Language Learners." I agree. Having learned a second language myslef, I have some idea of the difficulty and overwhelming task that it is. There are so many facets of learning another lan guage, including receptive understanding, expressive abilities, understanding and being able to use idioms, inflection...and, on top of these things, there is the basic literacy skills of being able to read and write in English. To not get overwhelmed with such a huge task, setting incremental goals is important.
Developing oracy skills includes the abilities to listen, understand, and to speak. Part of the chapter is devoted to discussing different purposes for listening-The majority of the chapter goes over speaking processes. The author states that children need opportunities to talk in natural interactional contexts and for a variety of purposes, such as: to establish/maintain social relatioships, to express reacctions, to give and seek information, to solve problems, discuss ideas, or teach adn learns skill, to entertain or play with language or to display achievement, etc... Many examples are given to practice oracy skills in the classroom. The one that caught my attention was that "speaking can be integrated with other literacy and oracy activities. Students can retell the stories they hear in storytelling or sharing time and finish them in new ways." This is something that I have my preschool students practice in my classroom- retelling stories and simple sequences of events.
I agree with these premises. Children who are not delayed with the development of their primary language and are able to speak fluently in a primary language to express themselves have laid a foundation for further learning and development. I have seen that a child who is understands how to communicate, using a system of language, including sign language, will transfer language skills learned to English and will have an advantage to a child who is delayed in primary language and has never developed the ability to communicate. In the text, "Sheltered Content Instruction-Teaching English Language Learners with Diverse Abilities", the author states "We know that those who speak their native language fluently adn have developed age apropriate literacy skills have increased opportunities of developing language and literacy skills in English." The author goes on to state, "Those who have developed cognitive knowledge and concept comprehension in their native language have better opportunities for learning English."(page 4)
Robinjcarver, in her blog, stated that "At times, English language learners face challenges of not having the words to express themselves in the English language or may not comprehend what is being taught in English." This is true and adds credence to why this c hapter on developing oracy skills is so important. To become competent speakers of English, our students must be able to listen and understand and also speak clearly to share the important messages that they would like to share. In special education preschool, we at times get students who are delated in primary language and not able to express selves in any language. At the beginning stages, we do a lot of modeling, use gestures, total communication, etc...to help the children express basic needs.
In sposton1's blog, it states, "There are many challenges involved in teaching English Language Learners." I agree. Having learned a second language myslef, I have some idea of the difficulty and overwhelming task that it is. There are so many facets of learning another lan guage, including receptive understanding, expressive abilities, understanding and being able to use idioms, inflection...and, on top of these things, there is the basic literacy skills of being able to read and write in English. To not get overwhelmed with such a huge task, setting incremental goals is important.
Developing oracy skills includes the abilities to listen, understand, and to speak. Part of the chapter is devoted to discussing different purposes for listening-The majority of the chapter goes over speaking processes. The author states that children need opportunities to talk in natural interactional contexts and for a variety of purposes, such as: to establish/maintain social relatioships, to express reacctions, to give and seek information, to solve problems, discuss ideas, or teach adn learns skill, to entertain or play with language or to display achievement, etc... Many examples are given to practice oracy skills in the classroom. The one that caught my attention was that "speaking can be integrated with other literacy and oracy activities. Students can retell the stories they hear in storytelling or sharing time and finish them in new ways." This is something that I have my preschool students practice in my classroom- retelling stories and simple sequences of events.
Tuesday, October 20, 2009
Chapter 3 Blog: Views of Teaching and Learning
I truly believe the first sentence of "Chapter 3: Views of Teaching and Learning" demonstrates the weight of the responsibility we each have to help our English Language learners move along the path of English language development. The quote is: "Education is the key not only to survival but also to prosperity." In my opinion, this statement means that our students need to attain English language proficiency so that they can obtain/ benefit from their K-12 education and beyond in order to prosper in this great country. This chapter was very long and complex, full of imformation...it's hard to narrow it down. I will touch on a few things that influenced me as a teacher.
Behaviorism, by BF Skinner, including the principle of using reinforcement (rewards), and punishment were initially used, from the 1920's to the 1970's, to explain language-learning behavior. Some other behavioral methods that have been used are the: Audiolingual Method, Total Physical Response (TPR), Direct Teaching and Mastery Learning. Though each enjoyed varying amounts of success, the down fall of these behavioral methods is that the language performed under pressure and on cue- didn't always translate to spontaneous language in natural environments. I personally use the TPR methods with my language delayed and English learner preschoolers. We do a lot of movement activities where I pair a verbal word with an action. The students hear and see and then imitate. I think that this builds their vocabulary. Brain research in the last several years has shown that active learning helps children remember and retain knowledge. In the 1960's, we saw the birth of cognitive psychology. Chomsky claimed that the mind contains an active language processor, called the Language Acquisition Device (LAD) which generates rules through the unconscious acquisition of grammar.
I liked the section on "Brain Compatible Learning"- there has been a huge emphasis on incorporating brain compatible strategies in the classroom in the past several years. The text states that "Brain compatible learning helps to reconceptualize teaching by taking into consideration how the brain learns." The text also states that learning engages the entire physiology and is as natural to humans as breathing. Students remember not what they are told but what they experience. Eric Jensen, known for his extensive research on the brain, said "Sucess depends on making use of all the senses by immersing the learner in a multitude of complex and interactive experiences." This is especially true with young learners- using a variety of learning modalities- kinesthetic, visual, auditory, etc...increases our chances of helping our children learn. They, in essence, learn by doing- preschool is very hands on. We often teach or model the activity and then the child attempts it. The same is true of language- we use all different means of teaching language, gesturing, signs, verbal imitation, modeling, prompting, etc.to accomodate different modalities and learning styles.. so the child will have every opportunity of learning as much as he is capable of... Multiple intelligences is a form of brain compatible teaching that caters to the individual learning style of each student. In an article by in Science Educator, entitled "Brain Research:Implications to Diverse Learners", Madrazo and Motz state, "Learning styles are influenced by such factors as age, gender, and cultural background." Madrazo and Motz go on to explain the importance of teaching to learning styles- they said that evidence shows that students achieve more, in a shorter amount of time, when teachers teach to students' individual learning styles. (P.58)
Sposton, in his/her blog, stated, "It is important to integrate cognitive and affective learning, as this will assist in motivating the student and help them achieve the maximum benefit from our instruction." I agree with this statement. Teaching our students cognitive concepts , in a variety of ways, including through the senses will be more meaningful, more motivating, and the learning will be more long lasting than in a more traditional, boring way. Chidren like novelty
and anytime we can make learning interesting and fun by incorporating their senses, movement, music, etc... the child will learn and remember more and be better for it.
Reference
Madrazo, G. and Motz, E. Brain Research: Implications to Diverse Learners. The Science Educatorpring 2005, Volume 14, No.1 p.58
Behaviorism, by BF Skinner, including the principle of using reinforcement (rewards), and punishment were initially used, from the 1920's to the 1970's, to explain language-learning behavior. Some other behavioral methods that have been used are the: Audiolingual Method, Total Physical Response (TPR), Direct Teaching and Mastery Learning. Though each enjoyed varying amounts of success, the down fall of these behavioral methods is that the language performed under pressure and on cue- didn't always translate to spontaneous language in natural environments. I personally use the TPR methods with my language delayed and English learner preschoolers. We do a lot of movement activities where I pair a verbal word with an action. The students hear and see and then imitate. I think that this builds their vocabulary. Brain research in the last several years has shown that active learning helps children remember and retain knowledge. In the 1960's, we saw the birth of cognitive psychology. Chomsky claimed that the mind contains an active language processor, called the Language Acquisition Device (LAD) which generates rules through the unconscious acquisition of grammar.
I liked the section on "Brain Compatible Learning"- there has been a huge emphasis on incorporating brain compatible strategies in the classroom in the past several years. The text states that "Brain compatible learning helps to reconceptualize teaching by taking into consideration how the brain learns." The text also states that learning engages the entire physiology and is as natural to humans as breathing. Students remember not what they are told but what they experience. Eric Jensen, known for his extensive research on the brain, said "Sucess depends on making use of all the senses by immersing the learner in a multitude of complex and interactive experiences." This is especially true with young learners- using a variety of learning modalities- kinesthetic, visual, auditory, etc...increases our chances of helping our children learn. They, in essence, learn by doing- preschool is very hands on. We often teach or model the activity and then the child attempts it. The same is true of language- we use all different means of teaching language, gesturing, signs, verbal imitation, modeling, prompting, etc.to accomodate different modalities and learning styles.. so the child will have every opportunity of learning as much as he is capable of... Multiple intelligences is a form of brain compatible teaching that caters to the individual learning style of each student. In an article by in Science Educator, entitled "Brain Research:Implications to Diverse Learners", Madrazo and Motz state, "Learning styles are influenced by such factors as age, gender, and cultural background." Madrazo and Motz go on to explain the importance of teaching to learning styles- they said that evidence shows that students achieve more, in a shorter amount of time, when teachers teach to students' individual learning styles. (P.58)
Sposton, in his/her blog, stated, "It is important to integrate cognitive and affective learning, as this will assist in motivating the student and help them achieve the maximum benefit from our instruction." I agree with this statement. Teaching our students cognitive concepts , in a variety of ways, including through the senses will be more meaningful, more motivating, and the learning will be more long lasting than in a more traditional, boring way. Chidren like novelty
and anytime we can make learning interesting and fun by incorporating their senses, movement, music, etc... the child will learn and remember more and be better for it.
Reference
Madrazo, G. and Motz, E. Brain Research: Implications to Diverse Learners. The Science Educatorpring 2005, Volume 14, No.1 p.58
Chapter 1 Blog: Who are English Learners and their Teachers
I enjoyed reading this chapter and learning more about who the English learners are. English learners, as described in the text, means" those who are learning English as non native speakers." I have 3 sister in laws in my family who come from other countries (Japan and Cambodia) who are English language learners as adults. They have all, over time, successfully gained a verbal proficiency in English. I wonder if they might fit into the category of "Generation 1.5 Students"- describes as those who are caught between generations, having acquired some proficiency in two or more languages but not truly native speakers of English. These students are the one who speak alright in English but never attain the fluency of a native speaker, and may have difficulty gaining academic competence in English.
One thing I appreciated in this first chapter is that we may not carry the title of "Bilingual teacher" or "ESL teacher", but, many of us, in our classrooms are instructing children who are English Learners. This is especially true in California. The text stated that in 1998, California led the nation with 1.4 million English learners in need of ESL services at the K-12 level. I teach SDC preschool at a school with a very high percentage of English language learners, and I have several in my class whose home language is Spanish. Many of my students start school at age 3 having very little exposure to English. Sometimes, preschool is their first experience with the English language. I see my job as building a basic foundation of vocabulary, communication, and social skills, all parts of English Language Development, on which other teachers in the future will build.
I also appreciated learning what all the acronymns stand for. I have heard them around school, but did not know what they stood for. Recently, there was a deadline at our school for the CELDT test. Though, not in the text, I believe that it means "California English Language Development Test." After testing, I know that several from our school moved up on their levels of English Language development.
I especially appreciated the section entitled, "Challenges for Teachers of English Learners." The first challenge is to motivate English learners to achieve the highest possible level of proficiency and to gain an understanding of the target culture. In my SDC preschool class, it is all about language with all the students, but especially those English language learners. I use a variety of strategies such as scripted language, modeling, visual prompting, sign language, etc...to help my students achieve the highest level of proficiency possible in English. The second challenge is to respect the native language and the rights of its speaker. I agree with www.robinjcarver.wordpress.com that the best advice from chapter 1 is "to teach English effectively and to gain an understanding of the target culture." In the book One Child, Two Languages, on p. 172, it states that "Cultural factors play an important role in determining how and what children learn. They interface with age/stage potential, personal characteristics, and experience- giving them directions and substance. Cultural differences can lead teachers to misunderstand children, to misassess their developmental competence, and to plan incorrectly for their educational achievement." I believe that this is easier to do when the child's native language/culture is a familiar to the area, such as Spanish. It takes more energy and efforts to become familiar with a not so common language and culture. But, of course, it is worth the extra effort. Lastly, teachers who make a sincere attempt to learn the language of their students and build English on student's prior language expertise definitely have the advantage in teaching English as a second language. I speak Spanish fluently and feel that I do have some advantage as I teach young children English. I can use their native tongue as a foundation on which to build the English Language.
One thing I appreciated in this first chapter is that we may not carry the title of "Bilingual teacher" or "ESL teacher", but, many of us, in our classrooms are instructing children who are English Learners. This is especially true in California. The text stated that in 1998, California led the nation with 1.4 million English learners in need of ESL services at the K-12 level. I teach SDC preschool at a school with a very high percentage of English language learners, and I have several in my class whose home language is Spanish. Many of my students start school at age 3 having very little exposure to English. Sometimes, preschool is their first experience with the English language. I see my job as building a basic foundation of vocabulary, communication, and social skills, all parts of English Language Development, on which other teachers in the future will build.
I also appreciated learning what all the acronymns stand for. I have heard them around school, but did not know what they stood for. Recently, there was a deadline at our school for the CELDT test. Though, not in the text, I believe that it means "California English Language Development Test." After testing, I know that several from our school moved up on their levels of English Language development.
I especially appreciated the section entitled, "Challenges for Teachers of English Learners." The first challenge is to motivate English learners to achieve the highest possible level of proficiency and to gain an understanding of the target culture. In my SDC preschool class, it is all about language with all the students, but especially those English language learners. I use a variety of strategies such as scripted language, modeling, visual prompting, sign language, etc...to help my students achieve the highest level of proficiency possible in English. The second challenge is to respect the native language and the rights of its speaker. I agree with www.robinjcarver.wordpress.com that the best advice from chapter 1 is "to teach English effectively and to gain an understanding of the target culture." In the book One Child, Two Languages, on p. 172, it states that "Cultural factors play an important role in determining how and what children learn. They interface with age/stage potential, personal characteristics, and experience- giving them directions and substance. Cultural differences can lead teachers to misunderstand children, to misassess their developmental competence, and to plan incorrectly for their educational achievement." I believe that this is easier to do when the child's native language/culture is a familiar to the area, such as Spanish. It takes more energy and efforts to become familiar with a not so common language and culture. But, of course, it is worth the extra effort. Lastly, teachers who make a sincere attempt to learn the language of their students and build English on student's prior language expertise definitely have the advantage in teaching English as a second language. I speak Spanish fluently and feel that I do have some advantage as I teach young children English. I can use their native tongue as a foundation on which to build the English Language.
Monday, October 12, 2009
Good Morning!
Just wanted to say Good Morning and Happy Monday to everyone. I want to make sure that this works today... Yeah...I'm excited that I may have figured out how to blog...
Sunday, October 11, 2009
Hello
Hello there fellow classmates:
Had a very difficult time getting a blog up and running. I had to start all over again. I'm hoping that this blog site works better.
Had a very difficult time getting a blog up and running. I had to start all over again. I'm hoping that this blog site works better.
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