ESL Endorsement Final

Marcia Bang 4400 Final Exam Part B

1. A. I disagree with the statement that on-le el st!dents and nati e English s"ea#ers get $ored when teachers !se SI%P to hel" the ELL learners. &he entire class can $ene'it 'rom SI%P. In e''ecti e SI%P lessons there is a high le el o' engagement $etween st!dents and the teacher( other st!dents( and the text. &his is $ac#ed $) *)gots#)+s Socioc!lt!ral theor) that states st!dents learning is enhanced $) social interaction. &his interaction is 'eat!re ,1- o' the SI%P model. SI%P enco!rages teachers to ada"t their lessons to all le els o' st!dents. &his conce"t is 'eat!re ,.( which reminds teachers to ar) the text to match the higher le el readers as well as those who ma) $e lower. Also( SI%P 1. incor"orates the /!estions or tas#s that "romote higher le el thin#ing( which challenges high le el learners and English s"ea#ers. B. A teacher with onl) a 'ew ELL+s in their classroom can "resent the reg!lar grade le el c!rric!l!m to the st!dents then modi') and accommodate 'or the ELL learners. &he SI%P . insists on ada"tation to all le els o' "ro'icienc)( ,10 incl!des !sing a ariet) o' techni/!es to hel" all st!dent with di''erent learning st)les( and , 11 enco!rages a L1 aide or "eer to $e a aila$le to assist an) ELLs. &hese( along with sca''olding 2,143 will allow the ELL learners to learn 'rom a lesson $ased on a reg!lar le el( )et modi'ied to hel" those ELL+s. In 4rashen+s 5at!ral %rder 6)"othesis it states that e er)one has their own wa) o' learning( $!t that all will catch !". &his $ac#s !" the idea that modi'ication can occ!r 'or the ELL+s and at the same time the) will $e a$le to catch !" while the lesson is at the higher le el. 0. 7oncerning the "resident o' the 8nited States( &hree additional /!estions I wo!ld as# wo!ld $e9 1. :hat wo!ld )o! im"lement i' )o! were the 'irst "resident o' a new co!ntr) li#e the 8nited States; 0. :hat do )o! thin# are the $ene'its o' ha ing a "resident ers!s a #ing( as <reat Britain did; =. :h) do )o! thin# the co!ntr) chose President :ashington e en tho!gh he wasn+t a "olitician; Bloom+s &axonom) can $e !sed to hel" st!dents with higher order thin#ing. It is im"ortant to !se a ariet) o' /!estioning strategies with English learners to "romote critical thin#ing and to hel" st!dents anal)>e. It hel"s the st!dent mo e 'rom concrete #nowledge to a$stract al!es. =. A""roach A9 im"ersonal and not modi'ied to st!dents le el. 5o hands-on acti ities( nor a ariet) o' acti ities 'or di''erent learning st)les. 5o gro!" or "artner interaction. &he) ma) not $e a$le to connect it to their li es. A""roach B9 Personal. Each st!dent wor#s with his en ironment and li'e. Acti ities are hands-on and can $e '!n. St!dents wor# with a "artner and then a gro!". &he) are ta!ght how to !se the in'ormation in their li es.

A""roach n!m$er $ is most a""ro"riate $eca!se the st!dents are engaged in their learning and a""l)ing it to their e er)da) li es. &he) are !sing hands-on acti ities. In a""roach A( a lect!re and a "encil and "a"er test will $e hard 'or an English Lang!age learner !nless the) are ada"ted to his le el( where as( i' the) are doing the acti it) themsel es and wor#ing with a "artner to $etter !nderstand 2:e can re'er to *)gots#)+s socioc!lt!ral &heor)3 it will $e easier 'or them to learn and the) will 'eel more com'orta$le and sa'e i' the) are incorrect. 4. A teacher determines i' a large ma?orit) o' st!dents are engaged thro!gh the lesson contin!o!s o$ser ation o' st!dents and constant assessment. She will then #now where each child is at. &echni/!es that can s!stain engagement are9 SI%P 00( the !se o' handson mani"!lati es and materials and SI%P - o' meaning'!l acti ities. <ardner introd!ces the theor) o' m!lti"le intelligences or that each st!dent has a learning st)le that wor#s $est 'or him. I' a teacher can !se mani"!lati e 2'or #inesthetic learners3( and a ariet) o' acti ities 'or all the senses( then each child will learn. I' a teacher senses that a st!dent is o'' tas#( the) can enco!rage engagement thro!gh !sing the learning st)le o' that st!dent. @esearch has shown that s!stained engagement is critical 'or learning. Engagement( moti ation( and identit) are im"ortant 'actors in s!ccess'!l lessons 'or $oth nati e and non-nati e s"ea#ers. .. In teaching the content conce"t o' the e''ect o' E!ro"ean 7oloni>ation on the nati e Americans I wo!ld !se three gro!"ing con'ig!rations9 1-:hole gro!"( ha ing them sit on the r!g while I read a $oo# a$o!t the ancient Ma)a and the e''ect coloni>ation had on their "ersonal li es. I wo!ld "!t the ELL st!dents !" 'ront where the) co!ld see the "ict!res and !nderstand clearl) witho!t $eing distracted. I wo!ld monitor $) as#ing /!estions a$o!t the reading. 0-Small gro!"( ha ing gro!"s o' 4-- with le el 1A = learners wor#ing with each other( and le el 0 A 4. I wo!ld monitor learning $) going aro!nd the room and o$ser ing wor# $eing done. For exam"le( the) wo!ld $e doing math "ro$lems !sing Ma)an math s)m$ols. I wo!ld want them to tal# to each other and share o"inions and ideas o' what is correct. Social interaction( *)gots#)+s &heor)( wo!ld $e the main "!r"ose in this case. It wo!ld enhance their learning. ELL+s wo!ld $ene'it $) the social interaction as well as 'eeling sa'e in a small gro!". =-Partner-I wo!ld monitor $) assessing thro!gh o$ser ation( listening( also ha ing "artners share with the class their learning. I wo!ld want "artners to share their ideas( s"ea# to each other and er$ali>e tho!ghts. For exam"le( the) co!ld share how it wo!ld 'eel to $e a 5ati e American $eing in aded ers!s how it wo!ld 'eel to $e a colonist 'inding religio!s 'reedom in a new co!ntr). &his wo!ld $ene'it ELL+s in that the) co!ld wor# with another ELL and !nderstand and connect( or the) co!ld wor# with an English s"ea#er and not 'eel intimidated in 'ront o' the class. &he) "air co!ld ha e a ?oint sharing where each can s"ea# and share ?!st a little( which is "re"ared $e'orehand. &his minimi>es anxiet) and maximi>es learning.