The experience of teaching ELL students was very enlightening to me. At the time I was expected to teach this lesson, students were in the middle of their social studies unit of responsibility. They learned about various types of responsibilities, and one of them was responsibility to the environment. The actual lesson I was supposed to teach focused on the importance of making choices that would have a positive impact on students’ close environment. I was also to talk about environmental problems in the students’ neighborhood, and encourage them to devise some solutions to those problems.
Before I started planning the lesson, I asked myself whether the students possessed necessary vocabulary words to talk about the environmental issues. Vocabularies
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When I compared pre and post assessment, I was positively surprised and pleased with the learning outcomes and students’ growth. Initially, students were asked to write the words and/or draw the pictures of the vocabulary words. Most of them provided brief, but accurate answers. Some of the students struggled with the definition of “composting”; they thought it was “throwing garbage away”. They also had misconceptions about what “reduce” meant. One of the girls wrote, “reduce is to give/return something, so the factory won’t have to make it again”. All of the students struggled with the definition of “green”; besides the obvious explanation that green is a name of the color, one of the students said that “green” meant “cleanest”. When I first thought about which vocabulary words I should choose, I was not convinced about pre teaching “reduce” because I thought that word was quite commonly used, and students might have already been introduced to it. However, the word “reduce” was used in a new context, so that is why I decided to pre teach …show more content…
Students were able to quickly spot the incorrect answers, and while crossing them out, they explained why their initial responses were incorrect. Students were also successful in providing the new understandings of the vocabulary words; their answers were more explicit and accurate than in the pre-assessment part of the Magic Book, e.g. one girl expanded her thinking about the word “donate” from “giving something to someone” to “to give something to help someone”. In her new understanding, she explained the goal of donation - “to help
All teachers have the responsibility to develop skills and qualities in their pupils that are beneficial to their lives and the lives of others. Works Cited Quinn, D (1995), Ishmael, Bantam/Turner Book Publication. United Nations Educational (UNESCO 1995-2009), Scientific and Cultural Education, Education for Sustainable Development. Available at: http://www.unesco.org/en/esd/ (Date accessed 21/12/09).
Next, model for students how they would share the vocabulary word they found with their group. Use the word cur for example. Say, “if I was the vocabulary vulture and cur was the word I wanted to share with my group, I would ask everyone to turn to page 4 paragraph 2. I would then read the sentence out loud. Next, I would ask if anyone knows what the word means based off of the paragraph. Then I would share the definition and make sure it made sense with the sentence in the book. Then, I would show everyone my sketch to help them remember the definition.”
This Semester I observed a three-year-old girl named Allie. Allie attends preschool at Land of Learning; she is diagnosed with cerebral palsy. It was my pleasure observing her and getting to know her. She is a very sweet outgoing girl that doesn’t let her disability get to her. I observed and assisted Allie throughout her days at preschool. I assisted her and observed her with recess activities, eating lunch, and daily school projects. My past observation experiences I observed at Westgate elementary school in a class room mixed with students with learning disabilities, ADHD and also ELL students the class was taught by Ms. Lewis. I observed a second grade ELL classroom and also a fourth grade classroom. I observed these students during school
Beginning with our current and so far to what we have read the topics about biophilia, sustainable urban development, and that of sustainable transport, I can say I have so far learned more comprehensively about sustainability and the subsequent movement back toward a semblance of biophilia, then I have from all my previous schooling. Taking into account how many years it has been since that I’ve had to learn/relearn and also that of the generational gap of information encompassing these given topics, and with my knowledge (and/or lack thereof) may be sparse in consistency there certainly is a lack of usable knowledge from that of when I was in the earlier years (to ease confusion this refers to the levels of k-12) of schooling and that of the known usable knowledge now. To start this essay I will talk about the influences that were/are important in my education, what has/is the primary source to shape my education, and my past/present educational experiences.
The most pressing issue in today's urban public school system is the decayed state of the environment in which students are forced to learn. The scenes are nightmarish, "One would not have thought that children in America would ever...
The Common Core State Standards (CCSS) has caused a shift on what will be focused on in the classroom. These shifts not only affect the mainstream classroom, but the ESL (English as a Second Language) classroom as well. The major change for the ESL classroom and for English Language Learners (ELLs) is a new focus on grade appropriate content area knowledge, instead of just English language proficiency. According to Coleman and Goldenberg (2012), there is little acknowledgement of support for English Language Learners in the CCSS. ESL teachers may or may not feel prepared to teach according to the CCSS. They may also have issues in understanding what the Common Core means for them. One main issue is that the CCSS will dramatically change how ELL and LEP (Limited English Proficiency) populations are taught. It is not the first, and will not be the last attempts to standardize education in the United States.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. 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,
The article Successful Strategies for Teaching to Middle Grades for English Language Learners by: Nicole Bolos. Reading the article, I realized we are all reading teachers, we are all literacy teachers despite if we are teaching math, history, and science. We cannot teach without introducing Vocabulary terms of science, math and writing terms. I can reflect going back to my school days as a Kindergarten through high school student that my past teachers would not introduce any vocabulary words to help build the CALP language. I would sit there quiet, without asking any question about the lesson because I did not know the academic language of the lesson or instruction.
Everyone has a different view on how they learn and learning itself. First starting in EXP 105, my understanding of learning was new knowledge and becoming wiser. Taking EXP 105 has truly increased my knowledge of what learning is and the process of it. The most important thing I have learned about learning is that you observe the world around you, make sure it is understandable, and figure out the right way to respond. Learning also provides critical thinking skills. Everyone have different ways of learning and those ways are based on four different learning patterns. The four different types of learning patterns are Sequence, Precision, Technical Reasoning, and Confluence. Learning patterns are very helpful when it comes to everyday life, school work, and your job. Knowing your learning patterns and which ones you should use make
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
Withgott, J., & Laposata, M. (2014). Environment: the science behind the stories (5th Ed.). New York, NY: Pearson Education, Inc.
As we know, human being keep learning though all their lives, Sometimes I am thinking how we adult learning. In this book, I found them--some related concepts about adult learning and ways to Self-Direct Learning(SDL). Before reading this book. I already knew what is the adult learner is. In China, students who are over 18 years old are the adult in General Principles Of the Civil Law. In some perspectives, University education can be called adult education. It is new for me to learn this knowledge, so I chose the first eight chapters of the textbook.
Thus, it is essential for graduates to understand and to have the capability to cope with various environmental challenges that we are facing today. For university students, most of their knowledge about sustainability is obtained from lectures. Whereas, Winter and Cotton (2012) illustrate that learning solely about sustainability is insufficient and that sustainability literacy must take into consideration students’ attitudes and dispositions in order to develop their strategies for reasoned decision-making. In addition, Winter and Cotton (2012) point out that the limitations posed by academic attitudes and disciplinary silos hinder the embedding of sustainability literacy in the formal curriculum. Therefore, if universities want to cultivate more students with sustainability literacy, then they need to focus on constructing more sustainable
Each person has his or her own style of learning. Learning styles include visual, auditory, and kinesthetic. In the questionnaire, I learned that I am very much a visual learner. This reflection will show what I have learned about my unique learning style and how understanding learning styles of the children I teach will be helpful as I become a teacher.
Also, when I was a counselor at the Ecotarium in Worcester Massachusetts, my fellow counselors and I tried to show the campers why preserving the environment is so important. We did this by showing them that the vast majority of our resources, including medicine, wood for houses, and food, come from nature. We showed them how fragile many animals are to changes in the environment. Part of Ecotarium is dedicated to rehabilitating and caring for animals that have been injured in the wild. The campers enjoyed working with the animals and began to realize that many of the causes for the displacement of these animals stemmed from the loss of their habitat due to human intrusion. I feel that incorporating the importance of environmental preservation at a young age is crucial because it well help to establish environmentally-friendly habits.