CoverWelcome 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 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My Beliefs

Engaging in Activity Centers (MSDLAs) that Promote ELs Learning

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Learning Outcome Pedagogical Intent Student Position

Create a learning environment that is sensitive to and is supportive of English language learner’s cultural identities, language and literacy development, and content area knowledge.

Assessment: 25 pts.

TA: 90 Minutes

Teachers can recognize the role of MSDLAs in supporting learners cultures and language and literacy development as they use MSDLAs within their classrooms.

Students have been introduced to the WIDA standards and the Inclusive Pedagogy framework.  They now participate in MSDLAs to learn from each other and solidify their understanding.  This activity will help them as they develop their Inclusive Pedagogy portfolios.

Instructions:

This activity is a Multiple Simultaneous Diverse Learning Activity.  Pay attention as you participate to see how student groups work together to gain understanding of the objectives at each center.  This kind of activity is very appropriate for teachers to use in their classrooms as they work with diverse populations.

  1. The class is divided into 5 groups.  As you will be moving from center to center during the 90 minutes provided following the rotation chart.

    1. Teacher Center: Instructional Conversation reviewing the Standards for Effective Pedagogy.  Why are LLD and CA meta-goals, while JPA, CXT, and IC are meta-strategies?

    2. Review the WIDA standards and explain the WIDA standard strand you created in HW 5.2.

    3. Review the Inclusive Pedagogy Standards of Collaboration and Guiding Principles. Use these worksheets to record your thinking: Collaboration and Guiding Principles

    4. Review the Inclusive Pedagogy Standards of Essential Policy and Critical Learning Domains. Use these worksheets: Essential Policy and Critical Learning Domains.

    5. Discuss your responses to the survey from HW 6.2 and the change in your learning across the semester.

  2. There will be a debrief regarding MSDLAs and how they work.  Be prepared to share your understanding of how to use them in instruction and how they can assist language learners to access learning. 

End-of-Chapter Survey

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