Escolar Documentos
Profissional Documentos
Cultura Documentos
TeamMembers:
AmandaPaulus,EmilyStolfus
Site:
Mixture
PartOne:CheckItOut!
TemplateA
VocabularyConceptMap
Visuals
GuardedVocabulary
1. BeyondVisuals
a. SpeakSlower
b. SpeakClearly
2. Gestures
3. Objects
4. Pictures
5. RolePlaying
6. Demos
1. Accesstocomplextextbyscaffolding
language
2. Extralinguisticinformation
3. Slowingtherateofspeech
4. Emphasizingwordenunciation
5. Simplifyingvocabulary
6. Choosingconsistentvocabulary
7. ShorterSentenceswithsimplersyntax
8. InsertPausesbetweenphrases
9. Thewaytheteacheruseslanguageto
makeinstructionmorecomprehensible
10. ScaffoldandusethroughouttheWHOLE
lesson,notjustthebeginning.
GroupingConfigurations
1. InstructionalConversations
2. CooperativeLearning
a. ShelteredInstruction
3. Studentsinterests
4. Startwithindividualandendwith
individualsothatthereispersonal
accountability
5. Utilizestudentsassourcesof
comprehensibleinputforoneanother
thisrequiresknowingwhowouldwork
wellwithwhomandwhy!
6. Usingstudentbiographiesisessentialto
challengestudentstowardssuccess.
HandsOnActivities
1. Challengingactivitiesthatconnectto
knownandunknown
2. Interactiveapplications
3. Manipulatives
4. Gobeyondjustdoinganactivityand
reallydigintohowyouremaking
meaningoftheexperience
5. Dontjustdothesamething
6. Usetheseactivitiesasawaytoconnect
withstudentspreviousknowledge
7. Givestudentsachancetomanipulateand
understandconcepts
Note:Typeanswersingrayspaces.Thisformwillexpandasyoutype.
TeamLeadersName:
KimberlyMcWilliams
TeamMembers:AmandaPaulus,EmilyStolfus
Site:
Mixture
PartOne:CheckItOut!
TemplateB
PracticalInventoryQuadrant
Visuals
Visuals
CurrentlyUsedin
Practice
UnitSchedule/
Calendar
WordWall
CoolWord
Vocabulary
Pictures
TeamStrategy
Implementation
Goal
1. Implementfor
eachunit
2. Havestudents
createposters
withimportant
termsand
definitionsfor
eachunitandpost
beforetestsand
quizzes
3. Incorporate
pictures
throughoutthe
entireweek,not
justonthefirst
daybringinto
multiplelessons
andgivestudents
achancetowork
withthepictures
ontheirown
GroupingConfigurations
Grouping
Configurations
TeamStrategy
GuardedVocabulary
GuardedVocabulary
CurrentlyUsedin
Practice
Affirmstudents
language
attemptswith
correction
Exp:Studentssays
dognobarkTeacher
smilesandsays
Thatsright!Thedog
doesnt
bark
Wordwallsthat
arereaddaily.
Makeverbal
instructionas
directas
possible.
TeamStrategy
Implementation
Goal
1.Ensurethestudent
repeatsthecorrected
phrasesothathe/she
canbeginrefining
his/herforthe
appropriatestyle
2.Experiencethe
vocabularysothatthe
vocabularyis
connectedtothereal
worldandrevisited
often.
3.Oftentimes
studentsgetlostin
theinstructional
phasebecausethe
teacherusestoo
manyexamples,askes
toomanyquestions,
orusestoomany
wordswhichare
unfamiliarto
students.Itisdifficult
forCLDstudentsto
keepupsuchhuge
sumsofinformation.
Weshouldstriveto
makesureour
vocabularyisdirect
andgetstothepoint
inashortamountof
time.Followu
HandsOnActivities
HandsOnActivities
CurrentlyUsedin
TeamStrategy
CurrentlyUsedin
Practice
Placestudentsin
groupsof
46
Havestudents
partnerreadand
teach
Implementation
Goal
1. Eachdayhave
studentseither
usepartnersor
practiceworking
ingroups
2. Teachspecific
strategiesso
students
understandHOW
toeffectively
teachtheir
peers
Practice
Implementation
Goal
InquiryLab
1. Begineachunit
withtheselabs
StoryBags
thatwillexpose
Feeliesto
studentsto
connectwiththe
vocabularyterms.
keywordforareal
Thiswaytheywill
wordconnection
havesome
tophonics
contexttocall
concept(applefor
fromandseethe
a,forkforor)
practicalityofthe
term.
2. Havestudentsuse
thestorybagsas
usualonthefirst
dayofinstruction
butcontinueto
revisitthem
throughoutthe
weektopractice
retellingthestory
andincorporating
vocabularyinto
othersubjects.
3. Makethefeeliesa
visualaswellthat
weinteractwith
oftentosolidify
theconcept.
Note:Typeanswersingrayspaces.Thisformwillexpandasyoutype.
TeamLeadersName:
KimberlyMcWilliams
TeamMembers:
AmandaPaulus,EmilyStolfus
Site:
Mixture
PartTwo:TalkItOut!Template
Individuallyorwithteammembers,pleaserespondtothefollowingquestionsbyreflecting
uponthelearningsfromthevideoandthereadings.
1. Whichcriticalconceptssparkedaconnectionforoneormoreteammembersandhowwill
thisinformationbeappliedinprofessionalpractice?
KimTeachingscienceislikelearninganewlanguage.Manyofthesetermsstudents
haveneverheardbeforeand,outsideofascienceclassroom,theymayneverneed
themagain.However,Ialwaysgivethemdefinitionsandthinkthatshouldbegood
enough.However,itwasgoodtoberemindedthatIneedtoscaffoldthoseterms.I
needtodoavarietyofexercisesandtohelpthemunderstandwhattheyreallymean
beforetheycanusethem.Alsoitisgoodtorepeatthemasmanytimesaspossibleas
wasdemonstratedatthebeginningofthevideo.
EmilyIlovedthestatementComprehensibleInputisaboutcheckingyourownhabits
ofdeliveryandaskingifyouredoingallthatyoucantoengagestudentsdeeply.So
oftenwefallintoroutinesandbecomecomfortablehandingstudentsaworksheet,
havingthempairshare,andsayingthattheyvebeenengaged.Thisvideochallengedus
tocriticallythinkabouthowdeeplyweactuallyengagestudents.Asateacher,Iwill
havetodomybesttodiligentlyselfmonitorandaskifIamtrulydoingallthatIcanfor
mystudents.Byholdingmyselftoahigherstandard,Iwillbeabletoteachmystudents
moreeffectivelyandhopefullyitwillbecomemorenaturaltoproducecomprehensible
inputforeachstudent.
AmandaAsaspecialeducationteacherwhohasacaseloadof100%ELL,Iappreciated
thediscussionontheaffectivefilterandhowitaffectsourstateofmind.AsDr.Herrera
comparedourstudentswhoaredivingintoacomplextexttooursimulationoflistening
toastoryinHindi,Iagreedwithheronhowwestartmotivatedtoaccomplishatask,or
inthiscasecomprehendapassage,butwithoutenoughscaffolding,itbecomeseasyto
giveupandgetweary.Ilikehowshephrasedthatitisimportantforthestudentsto
knowthatwhenadifficulttaskisassigned,thatweasteachersarenotgoingtoleave
themhanging,butwillprovidesupportforthemtobesuccessfulatthetask.Thiswill
improveclassroommanagementaswellandhelpstudentstofocusonwhattheyareto
belearningandstickwithus.
2. Givenyourcurrentprofessionalcontext,whatquestionsorchallengesdoesyourteamhave
inrelationtocomprehensibleinputandtheapplicationofitsfourkeycomponents(i.e.,
visuals,meaningfulactivities/handson,groupconfigurations/cooperativelearning,and/or
guardedvocabulary)inpractice?
Howdoyougettothepointwhereyoureabletopredictwhichstudentswouldbeable
toprovidequalityi+1comprehensibleinputtooneanotherasisnecessaryfor
successfulgroupingconfigurations?
Whenyoudoareadaloudinageneraleducationclassroomandhaveonlyoneortwo
ELLsand15nativeEnglishspeakers,howdoyouprovidecomprehensiveinputforthe
ELLswithoutmakingthestorytooeasyorrepetitiveforotherstudents?
IntheSpecialEducationwhereIrarelyhavemorethan2students,Ihaveahardtime
usingcooperativelearningstrategies.Icanhavethemworktogetheroranswer
questions,butitsdifficulttousethestructures.
3. Inwhatwaysmightyourteamproactivelyaddressthequestionsorchallengesidentified?
Drawfromteamlearnings,pastexperiencesofteammembers,and/orcollaborativeconversationswithinyour
teaminordertorespondto
each
ofthequestionsorchallengesidentifiedbythegroup.
Observingandtakingnotesasstudentsworkbothtogetherandindependentlywillhelp
teachersbeabletogainanunderstandingofwhattheirstrongsuitsare,andwhatareas
theyareweakin.Creatingsuccessfulcollaborationgroupsrequiresstudentswhoare
capableofteachingeachothersaswellasrequiresateachertolookatpersonalitiesto
makesuretheyarentputting2leaderstogether,or2studentswhoarepassiveintheir
work.Creatinggroupsthatwillprovidequalityi+1comprehensibleinputtoone
anotherwilltakesometrialanderrorastheteacherfigurestheiracademicabilities,
personalitytraits,culturaldifferences,anddynamicsastheclassgrowstogetherasa
unit.Oncestronggroupsareestablished,studentgrowthwillimprovedramaticallyand
theaffectivefilterwillbelowered.
Inregardstoreadaloud,youcanuseadaptablegraphicorganizerstofittheneedsof
students.EveniftheclasshasonlyoneortwoELLstudents,SPED,orlowlevelstudents
wouldalsobenefitfromhavingagraphicorganizertofollowalong.Usingagraphic
organizerhelpsgivestudentsafocusandmakesiteasiertorecallimportantpiecesof
information.Forstudentswhomightneedmoreguidancethisisalsoeasytoadapt
withoutmakingitobvioustootherstudents.Alsowhencallingonstudentstoread
choosepassagesthatareshorterorattainableforthosestudents.
Onethingyoucouldconsiderisusingtechnologytohavestudentsworkcollaboratively
withstudentsinotherclassrooms.Idontknowtheextentofneedsyourstudentshave,
butyoumightbeabletohavethemskypeinconversationswithkidsindifferentcities,
countries,orevenclassesinthesamecityandworkonaproject.Youcouldalsohave
studentsdoanemailcorrespondencewithotherstudentsorpeopleinthecommunity
wheretheybrainstormideastosolveaproblemthataffectsbothgroups.Collaborative
learningjustmeanssharingideasinordertosolveaproblem,soanywayyoucanget
kidstocommunicatebeyondthefourwallsofyourclassroomwouldbegreat!
Team
Member
Name
Kimberly
McWilliams
Date
9/8/2016
City/Country
Haysville
Campus
HighSchool
School
Total#
Students
Topic
Grade
Level(s)
Content
Area(s)
NumberofCLD
Students
Numberof
IdentifiedELL
30
Energy
andMotion
Classroom
Environment/Setup
Rows
w/individualdesks
Groupsw/3to
5desks
Pairsw/2
desks
9th
Science
Other
#of
Stud
ents
ELLLanguages
StrategyImplemented
Active
Bookmarks
MiniNovela
MindMaps
AllintheBox
PicTacTell
MagicBook
Allonmy
Clipboard
Consequence
Wheel
PictureThis
WordDrop
Spanish
Chine
se
Other
TotalClass
Race/Ethnicity
Hispa
nic
Other:
#of
Stud
ents
DOTSChart
Relevance
Scale
Vocabulary
Quilt
StoryBag
Linking
Language
Extension
Wheel
Foldables
HeartActivity
IDEA
Pictures&Words ListenSketchLabel
ThreeFacts
&anOpinion
Thumb
Challenge
TriFold
UCME
Other
Opening[Activate]
(1paragraph
min.response)
Whatstepsdidyoutakeatthebeginning
ofthelessontomakeconnectionsto
yourstudentsbackgrounds/biographies
andpreviewkeyvocabulary?
WorkTime[Connect]
(1paragraph
min.response)
WhatactionsdidyoutakeDURINGthe
lessontopromotevocabulary
comprehension,TPSI,and
communicationthroughoutthelesson?
Closing[Affirm]
(1paragraphmin.
response)
Whatactionsdidyoutakeattheendof
thelessontoassessvocabulary
comprehensioninauthenticways(i.e.,
summative)?
Atfirstthestudents
werehesitanttowrite
anythingintheboxesforfear
theywouldgetitwrong.I
encouragedthemthatthere
werenowronganswersand
thatwewouldbeaddingtoit
sojusttowritesmall.ThenI
hadthestudentsusetheir
notes,phones,andtheirtable
partnersasresources.Ifthey
hadagoodideaorsomething
theydidnthaveIencouraged
themtowriteitdown.ThenI
assignedeachgroupaword
andmadethemtheexpert.
Theyfoundeverythingthey
couldaboutthatoneword
includingdefinitions,
formulas,andanexample.
ThenasaclassIaskedeach
tableoneatatimetotellme
whattheyhaddiscussed.This
allowedthestudentstofocus
ononewordanddoitwell
ratherthandoingallofthe
termsandnotdoingsogreat.
Wethendidahomework
assignmentthattheycould
usetheirquiltsasareference.
Thenextclasswedida
bellringerwheretherewasa
varietyoflowandhighlevel
questions.Thevocabulary
quiltwasthestudentsroad
mapandguidetohelp
answerthesequestions.I
noticedthatamajorityof
themincludingmyELL
learnersneededguidanceor
formetodirectlyshowthem
howtousethevocabulary
quilt.SeeingthisissueIwent
throughoneproblemand
identifiedkeywords.From
thosekeywordsIshowed
themhowwewantedtouse
eachsquare.Aftermodeling
thistheyallcaughtonquickly
andfounditanvaluable
asset.
TeamLeadersName:
KimberlyMcWilliams
TeamMembers:
AmandaPaulus,KimberlyMcWilliams,EmilyStolfus
Site:
Haysville,KS
PartThree:TryItOut!
1. Howdidyoufeeltheimplementationofyourlessonwent(i.e.,whatwentwell,whatwould
youchange,etc.)?Didyoufocusonthestatesofminds,affectivefiltersandcognitiveand
academicdevelopmentofyourstudents?
(1paragraphmin.response)
OverallIfeltlikethislessonwentreallywell.ForthislessonIhadalreadygoneoversomeofthe
vocabularyterms.NexttimeIwoulddoitasaninquirypreassessment.Askingstudentswhatthey
knewabouteachword.ThenIwouldlookattheirresponsestogageonhowtodirecttherestof
theunit.Studentsthoughtofthequiltjustasameaninglessdefinitionexerciseanddidntseethe
practicalityofitatfirst.However,afterIshowedthemhowtoutilizeitwhenitcametotheirwork
theyreallylikedit.Theycommentedthatitwaseasierthansearchfortheirnotesandlikeditalot.
Thistypeoflessonwouldbegoodtoimplementthroughouttheentireyearandbeginwitheach
newunit.
2. Whatinsightsdidyougainaboutyourstudentsneeds(i.e.,sociocultural,linguistic,
academicand/orcognitive)asaresultofthelessonyouimplemented?
(1paragraphmin.response)
Ilearnedthateachstudentretaineddifferentpartsofadefinition.Somestudentswerequickto
rememberthegivendefinitionwhileotherstudentscouldrelatethetermsbetterwhensolvingan
equation.Untilweputallofthedefinitions,examples,andpracticeproblemsinplacesome
studentshadnotunderstoodtermsuntilthatmoment.Thosewerethestudentswhostruggled
moreacademicallyinclass.Thislessonalsobenefitedhighachievingstudentsaswell.
3. Inwhatwaydoesyourartifactillustratehowyouhaveprovidedcomprehensibleinput
throughtheuseofoneormorekeycomponents(i.e.,visuals,meaningfulactivities/
handson,groupconfigurations/cooperativelearning,and/orguardedvocabulary)anddid
youusethecomponentsinwaythattheystretchyourCLDstudentstothei+1?
(1paragraph
min.response)
Thevocabularyquiltitselfisvisual.Ialsohadthemafterwardsgobackandhighlightwordsthatwenttogether.Each
stepoftheassignmentwasprogressivemovingfromindividuallytoagroupcollaboration.Thisallowedthemtocheck
themselveswiththeirpeersandforinformationtoberepeatedseveraltimes,strengtheningtheirunderstanding.
NexttimetotakeitastepfurtherIcouldhavestudentsmakewordwallposterstodisplayforthetestorforstudents
thefollowingyeartogivethemavisualwhilealsodoingahandsonactivity.
4.HowdoesthisartifactalignwithoneormoreofthefollowingBiographyDrivenRubric
(BDP)indicatorshighlightedinthissession:TPSI,AC,LSRW,and/orAF?
*Note,thecompleteBDPrubrichasbeenattachedbelow.ForthisCEC,weaskthatyou
pleasechooseatleasttwooftheindicatorsfromtheonesidentifiedabove
!
(1paragraphmin.response)
LBK:Enacting
Eachstudenthadbeenexposedtomostofthewordspreviously.Theythenafterthe
vocabularyquiltwepracticedusingthosewordsbyhavingthemwritetheirlabreports.During
thelessonmanystudentshadbitsandpiecesofpreviousinformationbutnotnecessarilythe
educationterminologytodiscusstopics.Thislessonallowedstudentslearnacademic
vocabularythemselves,fromoneanother,andfromme.
TeamLeadersName:
KimberlyMcWilliams
TeamMembers:
AmandaPaulus,KimberlyMcWilliams,EmilyStolfus
Site:
Haysville,KS
PartThree:TryItOut!
Pleaseincludescannedcopiesofpicturesofthestrategybeingimplementedand/orsamplesof
studentworkwithyourcompletedtemplate.
Description:Initialstepwheretheywrotetheir
Description:Thisisthembeginningthesecondstageusingtheirnotestohelpthemfillintheirpapers
Description:Thisisthemcompletingthesecondstepwheretheyfilledintheboxusingnotesandtablepartners.Ihadthemuse
anothercolortoshowtheirprogress.
Description:Finalstagewheretheywrotedownimportantpieceofinformationthateachexpertgroupsharedwiththeclass