Week 6 – Discussion 1
Project-based learning has many benefits especially for students who are English language learners including:
- Students taking responsibility for being active learners
- Engaging in critical thinking and problem solving
- Making informed decisions
- Utilizing technology to enhance instruction and presentation
Watch the video below, An Introduction to Project-Based Learning.
As an ELL teacher, you are aware of the huge benefits of using this type of instruction to guide authentic content and language learning that is student-centered and highly engaging for both ELL and general education students. This type of learning has been declined by the principal in the past, but you feel equipped with research-based information to support your request. Provide a brief 200-word email to your school’s administration explaining why the ELL classes, both self-contained and inclusive classrooms, should be allowed to pilot this type of curriculum for a three-month trial citing at least two benefits of this teaching process. Include at least one scholarly source to support your cause.
Guided Response: Respond to at least two of your classmates by taking the role of school principal and addressing at least three areas of concern that you’ve discovered in your ELL teacher’s presentation. Make sure the points you address include critical thinking, the impact of project-based learning (PBL) on future educators and students, and are supported by scholarly sources. Be sure to revisit your post to read the teacher’s response.
Ashford 7: – Week 6 – Discussion 2
Community Service Learning
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Read Chapter II: Case Studies of the School-to-Career Initiatives for English Language Learners (pp. 17 – 24) in A guide to involving English language learners in school to career initiatives.
Then, write a minimum 300-word presentation, a two-minute Voki or a two-minute Wideo to your school board proposing a community service learning initiative for the elementary/middle/ high school where you are working or would like to work in the future. Identify at least two organizations in your neighborhood that you would like to participate in this initiative with explanation of your choices. Make sure that you include logistical information such as transportation, timing, and parental consent.
Guided Response: Respond to at least two peers taking the role of an ELL instructor from another district/ state. Integrate and cite the information gained from this week’s reading to identify “holes” in the proposal? Where are the strengths? Finally, how can technology be incorporated into this proposal to assess language proficiency and promote academic and social growth?
Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Threa
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Week 6 – Final Paper
SDAIE Lesson Plan
Using the Specially Designed Academic Instruction in English (SDAIE) Lesson Plan Template, you will create a lesson plan that will meet the diverse needs of English language learners (ELLs) utilizing the knowledge you have learned throughout the course. Within this lesson plan, you will need to effectively address all four areas of language acquisition: speaking, listening, reading, and writing. The lesson plan must include the following elements:
- Introduction: Describe the lesson information including:
- Learning objectives for each area of language acquisition (speaking, listening, reading, and writing). Be sure that the objectives are appropriate and written in clearly measurable terms (consult “A Model of Learning Objectives” for Bloom’s Taxonomy). Also be sure that they support the standards you discuss in the next section.
- Standards: Discuss the Common Core State Standard(s) (or your state’s standards) and English language development standard(s) for each level of learner (beginning, early intermediate, intermediate, early advanced, and advanced). Be sure that the content standards you choose are appropriate for the grade level and lesson.
- Materials: Create three teacher-made materials, student handouts, and/or other supplemental materials that are well-organized, clearly written, complete, and appealing to students (include these with the lesson plan).
- Lesson: Create a detailed lesson following the SDAIE Lesson Plan Template. Your lesson plan will include the following:
- Anticipatory Set (Warm Up).
- Be sure that your lesson includes activities and instruction which do the following:
- Activates and transfers prior knowledge and build upon background knowledge of learners, including essential vocabulary and meaningful, personal connections.
- Scaffolds and frontload skills, knowledge, and learning.
- Addresses a variety of learning modalities and multiple intelligences, one of which must be auditory (this includes incorporating music, videos, or visiting a performing arts performance to name a few).
- Includes at least one educational technology device that incorporates audio (i.e.: music, videos, interviews, etc.) as part of the lesson or a homework assignment.
- Presents clear and specific plans for actively engaging students in explaining, summarizing, or reviewing the learning experience, major concepts, and key vocabulary.
- Clearly indicates how students will apply the skill, strategy, or tasks learned in the lesson (independently, in groups, etc.).
- Differentiates to meet the needs of all learners.
- Contains measureable assessment activities (formal and informal) designed for each learning objective including a summative project-based activity.
- Reflection: Reflect on your lesson plan by assessing the effectiveness of your instructional strategies and how you encouraged student motivation. The reflection will be no more than one page in length.
While creating your lesson plan, think about motivation and the role it plays in helping linguistically diverse students to achieve success. Include strategies for your lesson that encourage student motivation. The lesson plan will be five to six pages in length (in addition to the title and reference pages) using APA format. Be sure to use at least three scholar resources in addition to the text.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
