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Transcript of Learning Strategies
Cloze activities are created by deleting words from a text to be filled in by the reader. This reading/writing strategy in designed to hone in on the structure and strategies used by fluent English speakers. It is important when creating a cloze that vital parts of the sentence structure remain intact to provide context to the new text. Students then fill in the blanks with words that would fit into the text. ELL students often require a word bank to choose from as English sentence structure is unfamiliar to them. Cloze activities encourage the reader to read and reread the text and predict the meaning based on the
text around the blank spaces.
When composing our photo captions I
used a cloze activity to allow students to structure their captions using guidance yet still allowing some personal freedom. Rather than use a text in a literal sense, we used our photos as a text to gather data from. My students used analysis to select 3-4 key elements in their photos. We wrote these down then designed a cloze activity and created a sentence structure around them. Before each element identified earlier, we left behind a blank space. My students then used their synonym list as
a word bank and filled in the blanks
using descriptive adjectives to
describe these key elements.
It is important when working with ELL students to present information using multiple strategies. When a student is unfamiliar with the language and sentence structure used, they require multiple types of support to structure their learning. Graphic organizers and other alternative ways of presenting information arranges information in a way that is much easier to grasp and helps any student, not just ELLs. Coming from an art background it is easy to grasp many of these strategies because they provide a more visual way to present the information which I identify with. While lectures may be necessary at times, learning to spice things up with different literacy and learning strategies really makes a difference and increases intrigue and retention in the classroom. During my time with my Lewis and Clark students I not only helped them with activity plans and additional
support but I also gained so much from them
that I will take with me in my upcoming
years of teaching.
Poster sessions are an alternative assessment to tests. Students create a visual representation of what they have learned on a specific topic. The teacher provides an outline of what is necessary to include on the posters pertaining to the topic and students work in groups to decide what and where to include the information on their posters. Students may include illustrations, charts, examples, pictures, etc on their posters to convey their message. When students have completed their posters they will show them to the class and present what they have learned.
Before introducing a text, KWL charts assess what students
now about the subject beforehand and what they
ant to learn about the topic. Students can discuss this in groups or think about it individually. It is important to give students a 3 column chart to organize this information. This graphic organizer can be kept by the student or turned in as an Exit Slip. The text used can be literal or visual (video). Afterwards students should talk about or write down what they
earned from the
Timelines are graphic representations of a series of events. They are used to display information from a text in a visual manor. Timelines are great for texts that include the passage of time which is common in narratives. They can often be used for historical and informational texts as well. Constructing timelines helps students become more engaged in the sequence of events in a storyline and helps reiterate key events within a text.
Wagner & King 2012-
Teaching Strategies for ELLs
Scaffolding Language, Scaffolding Literacy
Here's an example of a basic timeline structure
When we were assigned to talk about
I created a bamboo timeline out of colorful green paper for students to review the main events in the book. I was not sure at what rate students read the book so using a timeline helped to refresh their memory of what they had read early on without being a high risk activity. Students wrote on colorful sticky notes and arranged them around events I wrote on the timeline to provide them some structure and act as prompts. Sticky notes allowed the students to rearrange the events as well as to allow for additional events to be added and moved around. As suggested in Gibbon's
Scaffolding Language, Scaffolding Learning
, I also allowed students to illustrate key events that occurred in the books. This allowed my students to communicate
key moments they remembered in the
book that may be especially
hard to articulate.
Here's a simple cloze activity with a word bank
As an anticipatory set before delving into
the wonderful world of Van Gogh, I would have students gather in groups to do a KWL chart. First students would fill out the first
two columns in the chart on their own then they would gather in small groups to discuss what they wrote and perhaps learn more about Van Gogh from other's perspectives. Then we would discuss what was written as
a class (Think, Ink, Pair, Share). Next I would have students watch a YouTube video that discusses the personal trials & tribulations
of Van Gogh's life in order to shed a new
light on a celebrated artist and draw
attention to a taboo in modern society,
mental illness. When the video is
over students would write what
they learned from the video &
we would discuss their
findings as a class
(Think, Ink, Share).
Elements of Art
An easy way to incorporate poster sessions into the art classroom is over the elements and principles of art. I would assign groups to study up on a specific element of art using online resources and books available within the classroom. On the posters they would need to include a definition in their own words, a picture or example of the element, two or more other concepts associated with the element (Ex: Shape-Organic & Geometric), and of course their sources. Students would
work as a group to create their posters with multiple mediums to use (colored pencil, paint, marker, magazines, etc). When they are done the groups would present their element to the class who would
then take notes on
each using T-chart
An example of element posters from http://www.artteacherdiaries.com