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Effective Classroom Practice
Transcript of Effective Classroom Practice
The following presentation describes an effective reading intervention and teaching techniques from an enthusiastic second-grade teacher, Ms. Larson.
Through this presentation, you will learn how Ms. Larson designs and implements reading lessons to meet the needs of all her diverse learners. In addition, you will view a related article and video regarding changes that need to be made in education to help our Latino students.
As you learn about the different aspects of her meaningful instruction, think about the effective strategies she uses to engage her English Learners.
Even though the authors do not discuss political issues in this chapter,
the political decisions in this article effect the issues related to Latinos in schools.
While the article mentions "several things need to change," below are two changes that advocates of Hispanic students would like to see most.
Change 1: States should not be issued a No Child Left Behind (NCLB) waiver that allows them to exclude data on certain subgroups of students. By doing so, it becomes impossible for educators to see the results of the programs put in place that either benefit or harm the subgroups.
As educators implement strategies suggested in the chapter, the results of those strategies could likely go undefined on a broad scale because of the waivers issued.
Change 2: The Common Core standards "link teacher evaluations to student performance." Teachers of students who have difficulty with academic performance will likely desire to move onto higher performing students. However, the advocates would like to see the best teachers help the most needy of students.
The best teachers are likely the teachers that take the time and exert the
energy to implement the strategies suggested in the article, be sensitive
to cultural differences, learn from the history of Latino issues
in schools, and promote equity in the classroom. But if the best
teachers "jockey" for higher performing
students, how will lower preforming
students be effected?
How have you differentiated your reading instruction to meet the needs of your English Language Learners?
In relation to the article or video, what Latino school issue(s) concerns you the most?
However, the authors address equity issues related to Latino schools.
Tier 1 instruction is provided to ALL students in the classroom. Students are provided with the necessary instruction at their level, such as small group reading intervention, peer assisted learning, center activities, and activity leaders (p.24).
While the teacher works intensely with a small group, other groups are engaged in an activity that utilizes “activity leaders.” Activity leaders are responsible for watching over the group, answering questions, and maintain organization and group behavior. “By the end of the term, every student in the class has had an opportunity to lead a center activity” (p. 24).
Students are provided with multiple opportunities to learn and practice skills “in diverse and accessible ways" (p. 20). Providing extensive vocabulary instruction for all students and elaborating on vocabulary words (through whole-class dialogue) allows all students equal access (p. 28).
In the past, schools may have had insufficient resources and/or professional development on how to provide effective instruction in meeting the needs of all students, specifically English language learners.
This made it difficult for teachers to close the achievement gap. “Few teachers implemented instructional intervention for struggling learners, and only a handful of students qualified for or attended after-school programs” (Haager, Klinger & Aceves, 2010, p. 15).
However, there were some educators, Ms. Larson’s parents for example, who understood the importance of sufficient resources and professional development in “the lifelong process” of learning to be a good teacher (p. 18).
The partnership between school and families were typically not as strong or prominent as they are today.
Conrad Elementary, Ms. Larson's school, once operated this way.
Realizing a need for change, Conrad Elementary wanted to rid its reputation of “creating an unreceptive environment for parents” and instead create an “inclusive atmosphere for families" (p.15).
Lesson plans take students’ English language proficiency levels into consideration and features the mindful and meaningful elements to help all students, especially English language learners (p. 19).
Lesson plans include scaffolded instruction with frequent visuals and realia whenever possible (mindful and meaningful elements) (p. 20).
Promoting and allowing students to engage in dialogue with each other also allows students to time practice speaking and using vocabulary words, and offers connections “when reinforcing vocabulary and language development, especially for her English language learners” (p.26).
Instructional conversations allow students to “engage in text while improving their comprehension” (p. 29).
Families are encouraged to use their native language whenever necessary “to clarify the meaning of the text, compare English and primary language vocabulary and phrases, and help make personal connections with the stories” (p. 32).
An important question to be asked, one that Ms. Larson asks herself, is “How can I make sure my English language learners finish second grade with the skills they need to read and begin comprehending content in a language they are only beginning to acquire” (p. 17)
By engaging in meaningful learning, students tap into their prior knowledge and their own personal experiences, both in the classroom and at home.
“Carpet reading time is clearly a time for making sense of written text, learning vocabulary and concepts, and making connections with students’ personal experiences and prior knowledge” (p. 29).
During carpet reading time, a teacher models reading and thinking-aloud skills, frequently stopping to ask questions and clarify vocabulary words. By engaging in such discussions, students are tapping into their prior knowledge and their own personal experiences.
When students have the opportunity to engage in dialogue with their peers, they also have the opportunity to share their culture and/or experiences with their peers. Having this type of classroom culture allows for the idea of teaching and learning being a shared classroom responsibility (p. 24).
At-home native language support is beneficial to students' understanding (p. 31-32). Families are encouraged to use their native language whenever necessary “to clarify the meaning of the text, compare English and primary language vocabulary and phrases, and help make personal connections with the stories" (p. 32).
Ms. Larson's meaningful instruction engaged and supported her second language learners within their reading development (p. 32).
Ms. Larson encouraged students to learn from their culture.
(image taken from www.yahoo.com)
Please view the image below as you compare the information presented from Chapter 1 with the news article on improving Latino education.
Please answer one of the following questions as part of this week's discussion within the forum.
Thank you for viewing our presentation!
Group: Sarah H., Kerry D.,
Rachelle C., & Cathy C .
Political and Equity Issues Related to Latino Schools
The authors do not address any political issues related to Latinos in schools.
Issues Related to
Issues Related to
Issues Related to
Effective Classroom Practice in a General Education Setting
Haager, D., Klinger, J. K., & Aceves, T. C. (2010). How to teach English language learners:
Effective strategies from outstanding educators. San Francisco: Jossey-Bass.
The video is a humorous song called “Not On The Test” by Tom Chapin. It “sings” volumes to the damage that standardized testing has on teachers' instructional methods and student performance. With changes being made to NCLB compliance, how will teachers be aware of effective programs that benefit Latino students' performance on standardized tests? Also, with the implementation of the Common Core Standards, will Latino students be taught by less effective teachers who maybe only teach to the test?
Our favorite lyrics: “It's reading and math, forget all the rest.
You don’t need to know what is not on the test” and
“Remember your teachers, their jobs
are at stake...your score is their score.”
What are some specific strategies that teachers can use to support their English Language Learners?
As the Week 5 Checklist states, "Please relate your response, in part to your reflection on the Achievement Gap Summit/Webinar from Week 4."