Chapter 5: Learner Strategies and Learner-Focused Teaching

Chapter five is my favorite chapter in the Diaz-Rico text, Strategies for Teaching English Learners.  I enjoyed the detail about many different kinds of learners and ways to approach and understand differences in styles and language acquisition.  The array of graphic organizers was exciting.  I use graphic organizers regularly to support content understanding.

            In researching and reading resources on graphic organizers I found the article, Graphic Organizers and Implications for Universal Design for Learning: Curriculum Enhancement Report.   This article supported the ideas in the text and most importantly, provided additional graphic organizers and outlined the purposes and applications for them.  The authors provide evidence for the support and use of graphic organizers in all content areas. 

            Mike Mahoney wrote about using indirect and direct strategies to support students.  He incorporates different strategies, although he finds that it requires a more creative approach.  This can be true. As I plan lessons, I am always considering what my student’s needs are and searching the Internet for new strategies.  We are lucky to have such resources at our fingertips via the Internet.

            Regina discussed repetition as described in the text.  Repetition is something I also pondered in this reading.  I was able to do some self-reflecting about the extent to which I repeat instructions and in various forms.  I think it is extremely important to remember that if a student didn’t understand the first time, it’s important to present information (whatever type) in a new way or to pre-teach or re-teach for repetition.

strangman, N, Hall, t, & Meyer, A. Graphic organizers and implications for universal design for learning: curriculum enhancement report. The Access Center, Improving Outcomes for all Students k-8,

Chapter 4: Performance-Based Learning

I believe that a clear objective is critical to a well-taught lesson.  A purpose must be identified in order to facilitate academic achievement.  Chapter 4 describes the necessity of a content concept and skill.  Teachers have a responsibility to produce understandable activities that promote and measure mastery.

             When speaking of multiple examples of improvement through standards based education, Shmoker and Marzano said, “…teachers knew exactly what students needed to learn, what to teach to, where to improve, and what to work on with colleagues. Clear, common learning standards—manageable in number—promote better results. They are essential to focus and to coherence.”  To me, this is the heart of teaching; it’s about what students need and how we give it to them.

            Adi Serna cited the text with, “On page 73 of the text it mentions,  ‘Assessment should provide information on what students already do well and pinpoint what they still need to learn.” I looked for this, as I remembered reading it and did not find it until reading Adi’s blog.  This quote supports the ideas from the Marzano article, and to me, what is simply good teaching.

            While reading Maria Tate’s blog, I was interested and thought it was neat that she spoke so openly about treating student fairly and having an open mind.  It’s true and honest that we have different expectations from different students; sometimes even unfairly. 

           

Shmoker, M, & Marzano, R. (1999). Using Standards and assessments realizing the promise of standards-based education . Educational Leadership, 56(6)

Chapter 3: Views of Teaching and Learning

I am an 8^th grade RSP teacher.  My Algebra readiness class consists of 14 English language learners out of 18 students total.  I witness first-hand on a daily basis, the critical role of self-esteem, motivation, and proactive attitudes in language acquisition.  No doubt, strategies should be used in ELD class to establish these emotional factors, however it is possibly even more critical in core classes.  I attempt to argue this, because teachers of core classes often are absorbed with the need to teach their content, rather than the emotional status of an EL student, whereas that is an ELD teacher’s focus.  Regardless, it is critical throughout all content.

            Dr. Candy Lawson, from the Center for Development and Learning, wrote, “Our expectations become our reality and are remembered as such.” in an article, The Connections Between Emotions and Learning. This article is based on all learners and the impact of emotions.  It’s true for everyone.  Self-esteem and motivation are the top two issues I face in the classroom everyday.  When I can get past that, the student and I can reach any goal.

            Fellow student, Steve Campanella described a unit he taught in his classroom on china and wrote this, “The kids were very engaged when drawing their China maps, and were able to understand the similarities between the ancient “silk road” trade routes with other countries and today’s trade with China because they realized that many of the items they wear and enjoy were made in China.”  This is exactly how to reach students and motivate through experiences that engage through interest and personal connection.

            Allen Osborn wrote, “Not only are we charged with the task of teaching the content we have to inculcate within them the desire to learn the content which is often in opposition to the attitudes they encounter at home, making both tasks infinitely more difficult.”  I agree that this is a challenge. I also see it as a privilege.  I too grew up with a family that values education.  I feel blessed to be able to impart this passion to my students…where I can.

           

Lawson, C. The Connections between emotions and learning. Center for Development and Learning

Chapter 2: Critical Roles of Teachers

Teachers have great power to impact the daily lives of English language learners with warmth and acceptance and to support their achievement.  English learners need the support of their instructors when learning a new language and culture.  Teachers should have the best interest of the EL student.  Michael Focault’s language theories are most interesting to me.

            The Stanford Encyclopedia of Philosophy outlines Focault’s ideas about humanistic and social scientific disciplines.  Focault associates language with power.  “Language is related to knowledge in diverse ways…” This reflects the ideas also presented in the text.  I like this idea, because it is simple and true. Students feel this power with knowledge of language. 

            Christina wrote, “It was last year that I realized that I had to acknowledge the student’s worries before we could move on to other core curriculum.”  I love hearing teachers remember that meeting student’s needs is not just through standards or curriculum.  It has become easy to get caught up in all the requirements placed on us as teachers and to forget to look at what our students really need.

            Regina wrote, “I am certain I would attempt speaking those words immediately since my desire to communicate information to parents is incredibly strong and the embarrassment of errors pales in comparison to that desire.”  I connect to this so strongly.  I fear the same embarrassment; despite the fact that I understand Spanish and my parents are both fluent Spanish speakers. I have hung on to this fear for most of my life and it has worsened with my fear in making mistakes in a professional situation.

Chapter 1: Who Are English Learners and Their Teachers

           The English language controls communication, desires, and dreams of those who speak it.  It is the means by which people around the world participate in their families, and in their communities.  Teachers use English to impart knowledge; knowledge provides social, political and economic power.  Understanding Students learning English is critical.  There is controversy surrounding the subject.  Too often English language learners are called the “minority” when this is not the case.  Students and Teachers will face challenges.  My personal opinion; and from first-hand experience, it is crucial for a teacher to have a passion for ELD and promote diversity.  This growing population deserves a compassionate, fair, knowledgeable, and successful.

            The Article: Strategies for teaching English Language Learners, by Andrea J. Spillett identifies four skill areas.  They are function, form, fluency and vocabulary.  I would place vocabulary as number one priority, because a language cannot be understood unless you know what the spoken words mean.  Function is critical to understanding the purpose of the communication.  I would place form and fluency as third and fourth in rank of importance.  Most people can understand what a person is trying to convey without accurate form of sentences.  Fluency is not necessary for the purpose of communicate, although it does play a larger role in some environments.

            Response to peer blogs will be added.  As of 3/16 there, is not an entry for chapter 1.

Spillett, A. Strategies for teaching English language learners. Scholastic, 1.