LA 2.4: Providing Evidence / Collective Expertise
Learning Outcome | Pedagogical Intent | Student Position |
---|---|---|
Identify and articulate how your beliefs impact attention to language. Assessment: 25 pts. TA: 45 Minutes |
Teachers can develop skills to examine individual students in their own classes so they can develop curriculum and strategies to enhance learning appropriate for English learners. |
Students have carefully investigated video clips and content about particular learners. Later in the course they will need to examine a learner’s background and written work to provide a comprehensive analysis. Students are prepared to develop collective expertise through sharing this type of analysis. |
Instructions
- With the instructor review the 3 critical learning domains, which specify unique characteristics for ESL students (Cognitive, Social/Affective, and Linguistic). Use this chart for reference/review of these areas and character traits.
- In the group assigned by the instructor, use this chart to answer one of the following questions:
- Group One—What are Makoto’s cognitive/academic needs and what is the evidence to support that?
- Group Two—What are Makoto’s social/affective needs and what is the evidence to support that?
- Group Three—What are Makoto’s linguistic needs and what is the evidence to support that?
- The facilitator has posted charts in the room, with the titles of cognitive/academic, social/affective, and linguistic. When you have finished discussing Makoto’s needs and strengths in these areas, go to the chart title you worked on and write your findings on that chart.
- Participate in a gallery walk by visiting all the charts and taking notes. If you think something should be added to any of the charts, write it on a sticky note and attach it to the poster. If you agree with what is on the chart, write your initials on the chart.
- Discuss as a class the 3 critical learning domains.
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