Christina, Thanks for this CDC. I’m glad we now have them all at home eon the same page! Thanks Mike! I have made some comments below. Thanks again! best, steve c.
A) I believe teachers serve as facilitators that present students an opportunity to explore language.
B) This means that I do not view teachers as the sole transmitters of knowledge to the students (very Freirean…(are you familiar with his work? Paolo Freire)…I agree totally), but rather students need the opportunity to explore the language and learn from each other as well. I believe the role of the teacher is to present an opportunity for students to use language to accomplish a task or learning activity. The students should be given the opportunity to use what they know about language, and experiment with new language in a way in which the can learn from each other. Through these collaborative learning activities, the teacher is then able to address individual needs and make individual corrections throughout the activities. The teacher is also able to assess trends in the class as they are working to address in the next class. <<This sentence is a little confusing…what trends? Also “working to address” what? I think something may have been left out/off.
C) This will be apparent through the classroom activities in which students are given opportunities to collaborate, work through texts, new vocabulary, and classroom content together. For example, when students are presented with new text they use a protocol in which they will be predicting about the text, reading together, identifying and working to define new vocabulary words, and summarizing the reading with other students, rather than being teacher lead. Do you want to talk about how the teacher will be facilitating here?
A) I believe learners should be given the opportunity to take ownership of their learning by demonstrating knowledge in various methods. I wonder if “ways” might be a better word than “methods?”
B) Demonstration of knowledge can take various forms, and providing multiple opportunities for students to demonstrate understanding of a subject will encourage them to persevere through difficult tasks, as well as explore their strengths. I believe all modes of communication cannot be isolated, therefore in each task; students should be exposed to each mode in some way. I think I know what you mean by modes but to be sure, you may want to define or state this explicitly. This also allows students to demonstrate understanding and proficiency in each throughout a class through active participation. I also feel that providing students choice in demonstration of knowledge and how they go about interacting with classmates encourages engagement and makes the topic more relevant to what the students want to learn. This addresses the range of student levels, from beginners to advanced learners because of the ability to differentiate activities and allowing students the opportunity to show the language they have at the varying levels.
C) Throughout the course, I will develop varying tracking methods to monitor student progress toward goals and objectives informally on a daily basis through checklists and anecdotal notes. There will also be a choice in the culminating activity based on student interest and language level. I wonder if this manifestation statement could be more clearly tied in to the belief that students should demonstrate knowledge/take control of their learning.
A) I believe English Language skills can be taught through content.
B) The expectation of public middle school is that grade level content is presented to the students. They are working toward meeting the Common Core English Language Arts standards, as well as acquiring language. Therefore it is the belief of the institution, and a nonnegotiable that students should be exposed to language through the ELA content. Is this your belief too? or just the institutions that you must follow? This is often done through plot and character development throughout texts, analyzing how the author composes a text, and identifying literary elements present. In addition, they must apply these elements in their writings. It is important because the literature focus pairs nicely with language learning, as we are able to look closely at language structure while reading and producing the language.
C) This will be visible throughout the course through text selections, as well as the focus while reading and discussing these texts. The class goals and objectives will be primarily content related, while there are supplemental language objectives for the students as well.
A) I believe students should be given the opportunity to discuss the world around them, including their current living situation, as well as where the students are from.
B) The students I work with are living in the Bronx, New York, and many have come from other countries within the past three years. I believe that students should be provided with a space in which they can address these cultural differences, and well as similarities. It should be a place where they feel safe sharing their success as well as needs when interacting in a new culture. In other content classes, these needs are not often addressed, making it crucial for the wellbeing of the students to be able to express their feelings while learning to interact in a new culture as well.
C) We will be opening up this topic by including a unit on immigration, and studying texts that give the stories of young children immigrating with parents. They will be both fiction and nonfiction stories. We will have lessons that allow for comparisons in experience, as well as talk about struggles the characters in the stories have, and their own struggles in learning a new culture and way of life.