They model and scaffold the processes of reflection, questioning, evaluating, and other thinkingstrategies that may not come naturally
This ties in with the other readings from this week. I guess this always stands out to me because this is the strategy I use everyday.
Show, Don’t Tell
This is always one of the strategies I use on a daily basis for my ELs. It is important to explicitly teach and show the skill as well as model it, allow students to try it in small groups, and then try it on their own. All students can benefit from this but it is big in the teaching if ELs.
Make Inferences:
I have found this to be the most difficult skill for 5th graders. I try my best to make they really understand this but it still gets lost somewhere.
This improvement has been demonstrated among adolescent native English speakers as well as adolescent English language learners who struggle with reading
Very important to know that these strategies also work with ELs. Many often forget that teaching in another language is not simply translating the content.
personal learning journals
I like this idea because it is something that can be used in any content and in any language.
Before this course, I thought earthquakes were caused by _______. Now I understand them to be the result of _______.
This reminds me a lot of NGSS in that at the start of a unit of study students make predictions based on a photo or video and throughout the unit and at the end of the unit they revisit their predictions and show/discuss what they learned throughout the unit.
This not only jumpstarts metacognitive processing, but also creates a classroom culture that acknowledges confusion as an integral part of learning.
This is something I have done at the end of my math lessons with the group I work with. Math is very challenging for some kids especially when it comes to fractions and basic multiplication/division facts. I want them to see that math is difficult but that is also takes time to really understand the processes involved. I also share how I struggled in math as a kid. I want to take this and be able to do it across all of the content areas I teach.
Teachers need to set authentic purposes for reading that pique students’ curiosity and prepare them for the information ideas they’re going to read about.
This offers great suggestions for setting an authentic purpose. What do you do to make sure students feel as if they are working for an authentic purpose?