Listened attentatively to the young woman's voice which mesmerized my mind. I found myself wandering into deep thoughts about my classroom that I needed to continually pause the audio recording and start all over.
First phase was the preparation phase, which consisted of getting the students ready to learn. One's lesson must focus on the learner. How can one make the learner's focus on the lesson at hand? As noted, teachers will utilize prior knowledge and introduce vocabulary that is needed, but do not teach all vocabulary words. Leave a few so the students can seek it out themselves. The usage of an advance organizer is highly recommended, as well. This will assist students with knowing where the lesson will be leading too.
- Must say that I find myself giving away too much information on vocabulary. Since being trained with effectively utilizing graphic organizers, I have implemented this strategy daily.
Second phase presents new information...using a variety of modes. For example, it was stated that ESL teachers engage students by using pictures, images, video clips, maps, quotes, and artifacts. ESL teachers also engage all levels of intelligence. From audio to visual.
- Oh, how I love the multi-media projector that was made possible by Superintendent Fernandez ($500 per teacher). Utilizing YouTube has made learning more meaningful then ever.
The third and fourth phase is the presentation phase which in-disperses with the practice phase. Opportunities for the students to practice the many learning strategies. As learning is ongoing, students must also reflect on their learning (self evaluation). Questions may arise, such as, "What did I learn?"
- As students self evaluate themselves with their learning, educator's must self evaluate their teaching.
The final phase is the expansion phase. Students display what they have learned and how a teacher can integrate one's cultural background into their daily lessons.
- Integrating one's cultural background brings ownership and a commitment to continued student learning.
Must say that this was a very interesting eye opening concept of learning about CALLA.
QUOTE:
"Good teaching is more a giving of right questions than a giving of right answers."--Josef Albers
Not a day goes by whereas I will let the students know that errors are all part of learning. We take the errors, make it right and if it still seems wrong, then we move forward to finding the right answer.
Thank you for your post Kathleen.
ReplyDeleteI have tried many strategies to introducing key terms and vocabulary words. Most definitely evoking prior knowledge. One interested strategy that seemed to work for my classroom and at the same time engage even my ELL students were the matching strategy. Where the students attempt to match vocab concept words and their definition. I had students get into groups of three, had them each recite the vocab word then they could begin with the activity, this helped with pronunciation and practice vocalizing the vocab word. After that activity they would write a reflection on how these new words might connect with what I previously taught or how they connect.
You're right it is great to have the resources to make the concepts come alive for all our students but most especially those who are visual learners (which works perfectly for students who are ELL, where pictures might be of more use to them than ABC).
PRACTICE PRACTICE PRACTICE. I usually do masterly learning in my class as a way of evaluation for the students. For example I give a short 5 question quiz, I will assess what they students have learned, and the next day I would go back and have the students correct the mistakes. I then ask them to analyze and reflect on why they think they made that mistake. Sometimes students, especially at the secondary level tend to make the careless mistakes, it's not that they don't know the material, but they are eager to just get it done.
integrating culture is an important aspect of evaluation and assessment, we as teachers have to consider the cultural backgrounds and upbringing of the students in order to understand the underlying issues of why they might not grasp some material well as others, or why certain mistakes were made. That level of understanding can evoke a better learning process for both the teacher and the student.
BRAVO!
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DeletePRACTICE PRACTICE PRACTICE work perfectly for the ELL students as well as the regular students. Looking at the five phases of CALLA, I like it when it mention that it is more likely on the students part instead of the teacher. I strongly believe that students are learning more in a classroom that is students oriented than a teacher oriented classroom.
DeleteYou got lots of great experiences... Keep it up!
Did you go to New Post on the right hand corner? I do not know if we are on the same track. Dr. Rivera, Sorry but I need your assistance if we are on the right track.
ReplyDeleteKathleen,
ReplyDeleteI am trying to respond to your post but I didn't see any reply under your post. Did you go to New Post on the right hand corner when you did your post?
Kone,
DeleteSorry...followed directions that was given to us in class.
Kathleen
Hi Koneta and Kat,
ReplyDeleteBoth of you seem to be posting your messages just fine. Of course, you also need to ensure that you post your replies in our ED668 Moodleroom forums with the specific instructions listed there. There's no doubt that we are maximizing our contact hours through active collaboration with our various topics/activities. Good luck!
Best regards,
Dr. Rivera