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Ilp-Liping Liang
Ilp-Liping Liang
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please
identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Performance All students are native English speakers in my world She is very shy and has not enough confidence to
The one who is challenging focus in class
Data language class. say anything in class.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
One colleague taught ESL, grade 7-9, he think that when teacher create to role play, the Another colleague teach grade 9-12, she think that role play give real time practice
students have to think and speak with no books and this help them to learn. and make students think the situation. She said she use this theory a lot.
In the Pre assessment, I found out that all students are very interesting about China’s history, they can tell some historical
figures briefly but disorder the chronology of Chinese dynasties. In the Pre assessment, both of them had words that they don’t understand.
For the new unit’s vocabulary, they don’t quite understand yet. In the Post assessment, they learned new words and they can make sentences with new words.
In the Post assessment, students learned new words and they can use new words into their speaking.
In order to have the subject matter to meaningful, real-life context while I taught about the First Emperor in China’s history, I I figured is good to ask “backward” questions for upper level language learners. Especially help them to study
have students think about how would they treat people if they were an emperor. foreign cultures. The First Emperor of China only ruled the dynasty in a very short time, what did he do to people?
Students’ answer were varies, but most of them focus “what is a good ruler” and further more “how to be a good person in What can other people learn from his government? When ask students “If you were an emperor……” It led them to
our life”. learn a lot of important matters.
Action Items
For curriculum design, lesson
For lesson planning, I will design lessons base on my students level, connect subject matter to meaningful, real-life contexts.
planning, assessment For assessment planning, I will use assessments to monitor students learning.
planning
For classroom practice For classroom practice, I will consider create physical learning environments to promote student learning.
instructional challenges
For future professional Observe other teachers teaching video online or live.
development
For future inquiry/ILP Still consider how to engage and support all students in learning.
For next POP cycle Maybe try how to teach multiple level in one class
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Liping Liang Liping.liang@sgv.csarts.net World Language 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
4/6 5/6
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4