Acquisition-Learning Hypothesis - ANSWER-The Acquisition-Learning hypotheses Two independent systems of foreign language performance: 'the acquired
... [Show More] system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The "learned system" or "learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition". According to Krashen 'learning' is less important than 'acquisition'.
English Learner - ANSWER-a student who is in the process of acquiring English and has a first language other than or in addition to English.
Formative Assessment - ANSWER-administered throughout a unit, aligned with KUDs, can use a variety of formats, meant to help the teacher understand how each student is progressing, rarely graded.
Summative Assessment - ANSWER-used at the end of key segments and the end of a unit, aligned with KUDs, determine the level of mastery each student has achieved with the KUDs at the end of unit, can use closed formats or performance formats, typically graded.
1. Timing/scheduling accommodations for assessments - ANSWER-multiple testing sessions, rest breaks extended time to complete tests
Setting accommodations for assessments - ANSWER-small group, separate location, in a carrel, special lighting, acoustics, at the student's home, hospital, individual testing stations, special furniture, minimal distractions
Presentation accommodations for assessments - ANSWER-large print exams, Braille, directions read aloud, test given by person familiar to child, directions in simplified language, directions repeated, additional examples provided, size share or location of the space for answers altered, noise buffers worn by student
Response accommodations for assessments - ANSWER-marks answers in test booklets, by machine, large-spaced paper, dictates answers, signs or points as alternative responses, spelling, punctuation and paragraphing requirements waived, use of response aids such a abacus, arithmetic table, etc, calculator, spell-check device
What is Progress monitoring? - ANSWER-provides essential data that helps teachers know what students are learning, whether they are on track to master IEP goals, and how their performance compares to that of their peers. can also provide valuable information to teachers to inform instruction and differentiate learning.
Ways teachers can use assessment data to inform instruction - ANSWER-1. Differentiate instruction by student readiness.
2. Set academic goals.
3. Evaluate programs and target professional development.
Describe some of the best practices for providing students with meaningful feedback. - ANSWER-1. Be as Specific as Possible
2. The sooner the better (given immediately),
3. Address the Learner's advancement toward a goal.,
4. Present Feedback carefully,
5. Involve learner in the Process.
Culture - ANSWER-a set of values, beliefs and behaviors shared by a group of people.
Cultural identity - ANSWER-the unique way in which an individual person weaves together aspects of the multiple overlapping cultures to which he or she belongs.
equity pedagogy - ANSWER-teaching strategies and classroom environments that help students from diverse racial, ethnic, and cultural groups attain the knowledge, skills, and attitudes needed to function effectively within, and help create and perpetuate a just, humane, and democratic society.
Describe 6 practices teachers can use to create a more equitable classroom. - ANSWER-1. Know every child,
2. Become a warm demander: "expect a great deal of their students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment."
3. Practice lean-in assessment: Use proximity and lean-in assessment to diagnose students' learning needs. Carry a clipboard with you while students are working, and take careful notes on what you observe.
4. Flex your routines: Be willing to flex or set aside your well-laid plans to individualize instruction.
5. Make it safe to fail: Teach students that failure is just another form of data.
6. View culture as a resource
Describe 6 strategies teachers should implement to create an equitable classroom climate. - ANSWER-1. Teachers acknowledge their own biases and inequitable actions
2. Teachers make an effort to learn about their students' cultural backgrounds
3. Teachers examine curriculum and learning materials for bias
4. Teachers build caring, cooperative classroom environments
5. Teachers build relationships with families and communities
6. Teachers identify curricular bias
5 hypotheses of Stephen Krashen's theory of second language acquisition. - ANSWER-1) The Acquisition-Learning hypotheses
2) The Monitor hypothesis
3) The Input hypothesis
4) The Affective Filter
5) Natural Order hypothesis
The Monitor Hypothesis - ANSWER-The monitoring function is the practical result of the learned grammar. the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: 1. The second language learner has sufficient time at their disposal. 2. They focus on form or think about correctness. 3. They know the rule. Monitor used to polish the speech or correct deviations from normal speech. Individual variations in use. Extroverts are under-users, introverts and perfectionists are over-users. Over-use can lead to lack of confidence.
Input Hypothesis - ANSWER-The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language - how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'. Learner progresses when he is exposed to comprehensible input that is one step beyond his current stage of linguistic competence. Natural communicative input is the key to designing a syllabus. i+1 input.
Affective Filter Hypothesis - ANSWER-The Affective Filter hypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence, anxiety and personality traits. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety
Natural Order Hypothesis - ANSWER-Natural Order hypothesis is based on research findings which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable.
- ANSWER-Preproduction: This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual. Sometimes first six months
2. Early Production: The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. Teachers can help students by asking yes or no questions to reduce anxiety. There will be many errors in the early production stage. Six months to a year.
3. Speech Emergent: Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions. Lasts 1-3 years.
4. Beginning Fluency: Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.
5. Intermediate Fluency: Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering
an opinion or analyzing a problem. Students have been learning the language 3-5 years at this point.
6. Advanced Fluency: The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language. Happens at 5-7 years of instruction.
Preproduction Stage - ANSWER-This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual. Sometimes first six months
truction.
Early Production - ANSWER-The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. Teachers can help students by asking yes or no questions to reduce anxiety. There will be many errors in the early production stage. Six months to a year.
Speech Emergence - ANSWER-Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions. Lasts 1-3 years.
Beginning Fluency - ANSWER-Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.
Intermediate Fluency Stage - ANSWER-Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering
an opinion or analyzing a problem. Students have been learning the language 3-5 years at this point.
Advanced Fluency - ANSWER-The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language. Happens at 5-7 years of instruction.
Basic Interpersonal Communicative Skills (BICS) - ANSWER-are typically acquired first when learning a new language, refers to language skills often needed in social settings. Social language is the type of language students need for mingling in the lunchroom, on the playground, and in school hallways.
Cognitive Academic Language Proficiency (CALP) - ANSWER-refers to the formal academic language that is needed for success in school. In the literature surrounding the education of English language learners, academic language is thought of as the focus of the curriculum, textbooks, and formal instruction
English Immersion Programs - ANSWER-focused on English proficiency, taught in English, small class sizes, all-EL classroom, English and content instruction, Els are socially isolated, Content instruction not as academically rigorous. More appropriate for elementary school children., least effective method.
English as a Second Language (ESL): Pull-Out/Push-In Model: focused on English proficiency, English is the language of instruction, Els are pulled out of content classes to receive language instruction, miss some of their content instruction, small class sizes allow for more interaction and targeted instruction, language specialists push into the content class to assist Els, used by schools to serve a student population with many different languages, works better in elementary schools
Sheltered Immersion (Content-based English Instruction) - ANSWER-focus on integrating language and content instruction, to develop master of academic language and facilitate engagement Focus on integrating language and content instruction Goals are to develop mastery of academic language and facilitate engagement with grade-level content, Els learn with English peers, English is language of instruction, but use of home language is encouraged, content and language specialists co-plan and co-teach to deliver content and develop academic language, best for secondary schools, content allows students to not only learn the language but use it.
Transitional Bilingualism - ANSWER-focus on English proficiency, goal is to prepare students for English-only classes, English and home language are used during instruction, home language instruction gradually phased out when Els develop English proficiency, Teachers must be proficient in both languages, often used by schools with a large group of students speaking the same language. This model is effective with ELs from primary to secondary school because home languages are seen as instructional tools not barriers to learning. Students also understand content instruction more because teachers often teach in the ELLs' home language if there is enough overlap among students. Lastly, students feel less stressed by school because they're allowed to use their home language in a new setting.
Dual-Language Program - ANSWER-Focus on developing biliterate, bilingual students, Asset-model of language acquisition while retaining and extending proficiency in home language, All students learn in one language during one part of the day or particular classes and then switch later in the day, Often used by schools with a large group students speaking the same language. This program model is the most socially inclusive because there's no need to isolate ELs from other students, and it directly values a second language besides English. The goal is not just to use the home language, but to strengthen ELs' ability to use it academically. The home language is seen as a tool to develop critical thinking and communication skills
1) List some examples of linguistic accommodations that can be useful when teaching ELs - ANSWER-Sentence Stems (provide the first couple of words of the sentence to kickstart them),
Paragraph Frames (provide the first couple of words to each sentence in a paragraph)
Word Banks (lists of words for students to reference), Alternate Texts (Simplified books),
Reduce Answer Choices,
Reword Questions & Answer Choices,
Chunk Matching Questions (if the number of answer choices is more than 5-6),
Reduce the Number of Questions.
According to IDEA, list the individuals who must be members of the IEP team. - ANSWER-The parents,
one regular education teacher,
one special education teacher,
a representative of the LEA (Local Education Agency) (usually an administrator, a principal or a vice-principal.),
an individual who can interpret evaluations (school psychologist, or speech pathologist)
other individuals who have specific knowledge of the child at the discretion of the parents (child advocate or another family member),
the student when appropriate.
Elements of an IEP - ANSWER-Current performance.
Annual goals.
Special education and related services
Participation with nondisabled children.
Participation in state and district-wide tests.
Dates and places.
Transition service needs.
Needed transition services
Age of majority.
Measuring progress
Manifest Determination - ANSWER-determines whether a student's disciplinary problems are due to the disability
most common disability under the IDEA - ANSWER-specific learning disability (dyslexia, dysgraphia, auditory processing)
cognitive traits of gifted children - ANSWER-Keen power of abstraction, Interest in problem-solving and applying concepts, Voracious and early reader, Large vocabulary, Intellectual curiosity, Power of critical thinking, skepticism, self-criticism, Persistent, goal-directed behavior, Independence in work and study, Diversity of interests and abilities
creative traits of gifted children - ANSWER-Creativeness and inventiveness, Keen sense of humor, Ability for fantasy, Openness to stimuli, wide interests, Intuitiveness, Flexibility, Independence in attitude and social behavior, Self-acceptance and unconcern for social norms, Radicalism
Aesthetic and moral commitment to self-selected work.
affective traits of gifted children - ANSWER-Unusual emotional depth and intensity, Sensitivity or empathy to the feelings of others, High expectations of self and others, often leading to feelings of frustration
Heightened self-awareness, accompanied by feelings of being different, Easily wounded, need for emotional support, Need for consistency between abstract values and personal actions, Advanced levels of moral judgment, Idealism and sense of justice
behavioral traits of gifted children - ANSWER-Spontaneity, Boundless enthusiasm, Intensely focused on passions—resists changing activities when engrossed in own interests, Highly energetic—needs little sleep or down time, Constantly questions, Insatiable curiosity, Impulsive, eager and spirited
Perseverance—strong determination in areas of importance, High levels of frustration—particularly when having difficulty meeting standards of performance (either imposed by self or others), Volatile temper, especially related to perceptions of failure
Non-stop talking/chattering
Instructional arrangements that can be used in a differentiated classroom - ANSWER-interest-based selection
mixed-ability grouping
tiered lessons
Universal Design for Learning (UDL) - ANSWER-The design of curriculum materials, instructional activities, and evaluation procedures that can meet the needs of learners with widely varying abilities and backgrounds
multiple means of engagement - ANSWER-To use a variety of methods to motivate students; one of three qualities of universal design for learning that focuses on affective learning.
multiple means of representation - ANSWER-To provide students with a variety of ways to receive and interpret information; one of three qualities of universal design for learning that focuses on recognition learning.
multiple means of expression and action - ANSWER-to provide students with different ways to organize and respond to information received; one of three qualities of universal design for learning that focuses on strategic learning
stress-related culture shocks for newcomers - ANSWER-cultural fatigue
language shock
role shock
education shock
Implicit biases - ANSWER-embedded stereotypes that heavily influence our decision-making without our conscious knowledge. race and culture.
List some suggestions for providing multiple means of engagement. - ANSWER-Offer both group and individual work, Design engagement online and face-to-face, Allow them to choose topics.
List some suggestions for providing multiple means of representation. - ANSWER-Offer text, visual, and aural information, Provide rubrics, instructions and examples, Record class sessions
List some suggestions for providing multiple means of action and expression - ANSWER-Offer students multiple ways to present, Provide opportunities for feedback and revision, Increase low-stakes assignments.
What is Differentiated Instruction? - ANSWER-the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
2Describe the 4 elements of a lesson that a teacher can differentiate. - ANSWER-Content (what the student needs to learn or how the student will get access to the information),
Process (activities in which the student engages in order to make sense of or master the content)
Products (culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit)
Learning Environment (the way the classroom works and feels)
List some types of acceleration for gifted students. - ANSWER-Subject acceleration, grade skipping, early entry, telescoping (2 years in one). Radical acceleration (skip several grades)
Describe the 3 hallmarks of systematically designed instruction. - ANSWER-1. Set clear, specific, challenging, & measurable learning goals for students.,
2. Organize & sequence lessons logically to target broader goals.
3. Support students in organizing new knowledge by providing scaffolds and structures for learning. (Teachers make explicit connection between content and skills with graphic organizers or other tools. [Show Less]