Welcome to TELLCourse Syllabus: Foundations of Education for Emergent BilingualsExplanation of the TemplateTotal Points Sheet Session One: Exploring My Culture and ELs StrengthsLA 1.1: Welcome to TELLLA 1.2: Belief StatementsLA 1.3: Questions About CultureLA 1.4: Considering a Framework for Meeting the Needs of My StudentsLA 1.5: Considering Concepts as ToolsHW 1.1: Reflection on My LearningHW 1.2: Find and Share Cultural ArtifactsHW 1.3: Building Vocabulary About CultureHW 1.4: Assessing My Knowledge and BeliefsHW 1.5: Representation of My Learning in the CourseSession Two: Developing Understandings of Culture--Mine and My ELsLA 2.1: Share Cultural ArtifactsLA 2.2: Building Vocabulary About CultureLA 2.3: Examining Definitions of ImmigrantsLA 2.4: Discuss Stereotypes and CultureLA 2.5: Articulating Classroom Issues of Cultural MisinterpretationLA 2.6: Resolving Questions about the Major Project and Homework AssigmentsHW 2.1: Reflecting On My PracticeHW 2.2: The State's Changing DemographicsHW 2.3: Danger of a Single StoryHW 2.4: Cultural Patterns of an ELSession Three: Considering ELs as a Resource in My Teaching LA 3.1: Water as a Problem, Right, and ResourceLA 3.2: Language as a Problem, Right, and ResourceLA 3.3: Mr. Chacon's StoryVS 3.3: Social Theories Part 2LA 3.4: Norma's StoryLA 3.5: Jean Anyon StudyHW 3.1: Teacher ReflectionHW 3.2: Considering the Myths and Realities Concerning ELsHW 3.3: Reading about Poverty PhDsHW 3.4: Discovering Assets in My CommunityHW 3.5: Considering the Difference between the North Star and the Map to PhiladelphiaSession Four: Developing Knowledge of Assets and Legal ObligationsLA 4.1: Sharing the Assets of Our School Neighborhood. LA 4.2 : Reviewing the Changing DemographicsLA 4.3: Exploring Learning about EL Myths and Realities LA 4.4: Examining the Meaning of a Supreme Court Decision LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)HW 4.1: Teacher ReflectionHW 4.2: Understanding the Myths and Realities of Enrollment HW 4.3: The World Outside and Inside SchoolsHW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELsHW 4.5: Implications of Court Decisions for ELLsSession Five: Attending to Standards and Classifications with WIDALA 5.1: Enrollment, Placement, Staffing MythsLA 5.2: Program ModelsLA 5.3: The World Outside and Inside SchoolsLA 5.4: Introduction to WIDA standardsHW 5.1 Teacher ReflectionHW 5.2: Creating a WIDA StrandHW 5.3 Exploring Practice Through TechnologyHW 5.4 Learning about Classifications and Standards Session Six: Positioning ELs within the School GameLA 6.1: Sharing Thinking about Program ModelsLA 6.2: Critical Learning DomainsLA 6.3: Standards for Effective PedagogyLA 6.4: Connecting ELs to the School GameHW 6.1: Teacher ReflectionHW 6.2: Reconsidering Beliefs and Practices HW 6.3: Learning a New LanguageHW 6.4: Collecting Evidence for My Portfolio Session Seven: Promoting ELs Learning through My LearningLA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My BeliefsLA 7.2 Developing My PortfolioHW 7.1: Teacher ReflectionHW 7.2: Representation of My Learning in the CourseSession Eight: Celebrating and Presenting My LearningLA 8.1: Sharing Displays of LearningLA 8.2: Summarizing IdeasLA 8.3: Revisiting Course Survey

LA 6.2: Critical Learning Domains

Determining Developmental Practices to Support ELs Cognitive, Linguistic, and Social/Affective Development

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Learning Outcome Pedagogical Intent Student Position

Understand and apply knowledge of how cultural identities impact language learning and school success by creating an environment that is inclusive of all students.   

Assessment: 25 pts.

TA: 65 Minutes

Teachers pay attention to the three critical learning domains as they plan and present lessons so that the needs of English language learners are clearly met.   

Students have studied the “school game” and how it affects ELs in the classroom.  They are now prepared to examine the three critical learning domains: Linguistic, Cognitive, and Social/Affective.

Instructions

    1. Divide the class into three groups. Then each group will form triads within it. Initially, teachers work in their triad.

    2. Each large group learns about one of the three critical learning domains: Linguistic, Cognitive, Social/Affective

    3. Each triad will access the explanation for the domain they were assigned from the links above. The links below will provide additional information. You can review the materials linked below and also feel free to find additional resources. Check these sites first and then try other sites:

      1. https://equitypress.org/-uAU

      2. https://equitypress.org/-HQp

      3. https://raisingchildren.net.au

      4. Colorincolorado sites: https://equitypress.org/-WxPa, https://equitypress.org/-YvoU

    4. The large domain group will have 20 minutes to select the most important and salient points for their domain.  Then they will move to their domain chart and organize their points under these topic areas.

      1. A basic understanding or definition of the domain.

      2. Basic background knowledge of the domain provided in the supplemental information.

      3. Ideas on how to implement the domain in the classroom with examples from their own teaching.

    5. After the charts are completed, participate in a gallery walk to see the information located on each chart.  Start at one that you didn’t study, taking notes on the other 2 domains.  

    6. Finally, participate in a whole class discussion of the cognitive, linguistic and social/affective learning domains and their importance when teaching ELs. 

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