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Managing Classroom Diversity
Diversity of learning styles
Teaching diverse students in the classroom
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Recommended: Managing Classroom Diversity
Trying to accommodate different students learning styles in an English learning classroom can be overwhelming. Having good teaching strategies can help English learning students learn more effectively. Using the best strategies will ensure all students in the classroom have an effective learning environment. There are many instructional strategies that teachers can use in the classroom.
Comprehensible Input
Comprehensible input is the theory that English learning students will understand best when they are given appropriate input. There are four ways to make input comprehensible; first is to Speak appropriately. Teachers need to enunciate and use words that English learners can understand. Second is to clearly explain tasks. Teachers must make sure students understand what to expect before any lesson begins. Third is to use a variety of techniques to make concepts clear such as, “modeling, hands-on, materials, visuals, demos, gestures, film clips, etc… (Making Content Comprehensible for, 2002).”
A strategy that one could use to make a lesson comprehensible is to use what is called Jigsaw Text reading. Most classes today use textbooks. Textbook reading can be overwhelming to an English learner. Jigsaw text reading requires the class to seperate into teams. One or two students from each team are chosen by the teacher to be experts. The experts then work together to learn a section of the text. They then go back to their group and teach them the section. In observing a class last year, the instructor took this a sep further. He had all of the teams take turns teaching the class their section of the text. The other students in the group are encouraged to take turns presenting different parts of their section t...
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Echevarría, J., Vogt, M. E., & Short, D. J. (2008). Making Content Comprehensible for English Learners The SIOP® Model. Allyn & Bacon.
Exeter, D. J., Ameratung, S., Ratim, M., Morton, S., Dickson, M., Hsu, D., et al. (2010). Student engagement in very large classes: the teachers’ perspective. Studies in Higher Education, 761–77.
Mustafa, N. A. (n.d.). GROUPING IN THE ESL CLASSROOM. Universiti Pendidikan Sultan, Idris, Tanjong Malim: Universiti Pendidikan Sultan Idris, Tanjong Malim. Retrieved from Universiti Pendidikan Sultan Idris, Tanjong Malim: http://www.melta.org.my/ET/2002/wp03.htm
Strangman, N., & Hall, T. (2009, 11 3). Background Knowledge:Curriculum Enhancement Report. Retrieved 12 3, 2011, from NCA CNational Center on Accessing the General Curriculum: http://aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledge
Engagement in classroom discussions influences positive engagement in the workplace by allowing the individual to be more social and attentive when put in the environment, and to also makes the environment a great place to work. The first thing everyone learns is listening and acknowledging what you have learned which is used in any setting. Classroom engagement can help develop someone’s communication skills, time management and self awareness. Being in the classroom teaches you how to communicate with people, and speak to people positively. This type of
how often student have to speak that makes the class great and participation grades take off? According to Schuman and some other professor, who have implemented same teaching processes such as engaging students in a small group presentation, interactive worksheeets, and coerced participation found that class involment helped students to overcome fear. Such activities encourage all kinds of the student to take part in class and establish good participation. However, some Professor didn't care about a students class participation. As a result, the shy student left behind the course. throughout the article, Schuman clearly explains as a mentor to the reticent students and the outspoken students how to plan for course, take part in the lesson and boost grades. For example, Schuman wrote, "The wide-eyed earnestness of a timid but studious young person can melt a professor's overworked little heart." She encourages the shy students to keep touch with the professor and ask a substantive question before or after class, visit office hours and E-mail. In addition, she said, "While you are doing the reading, you will likely find that two or three questions come to your mind. Write those questions down so that you can just ask verbatim during class." She teaches outspoken student how to prepare for a lesson before attending class. She shrewdly contends, that the outspoken student
Echevarria, J., Vogt, M., & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model (3rd ed.). Boston: Pearson Education, Inc.
In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
An important intervention for English Learners is the Sheltered Instruction Observation Protocol model, also referred to as the SIOP model. This intervention is used primarily in subject matter lessons, such as math, history, or science, in which the majority or all of the students are English Learners. It uses techniques that allow the materials to be accessible and better understanding to English learners and at the same time the students continue to develop their English (Short, Echevarría, & Richards-Tutor, 2011). The SIOP model includes eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice & application, lesson delivery, and review & assessment (Echevarria, J., Vogt, M., & Short,
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.