Class Meeting 4: Putting it All Together

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Class Meeting 4Putting it All Together!

• Welcome!

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Agenda

• Jeopardy Review Game
• Quiz 2
• Poster Session
• Feedback on Integrated Units
• Wrap-Up

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Activity OneJeopardy Review Game

• Remember Quiz 2 follows and will cover content
  reviewed during the game!

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Jeopardy Topics

• Academic Competence
• Literacy
• Assessment
• Culture

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Jeopardy Directions

• Divide into Team A and Team B
• Designate a scorekeeper and explain scoring task
• Host/ess (facilitator) will call on one person
  who will select either a 1-, 2-, or 3-point
  question to answer
• Selected person may huddle with team mates for
  15 seconds before answering
• Selected person gives answer
• Correct answer earns designated amount of points
• Questions answered incorrectly returned to pot
• Game ends in 30 minutes

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Quiz 2 and Review of Answers

• Take a deep breath and relax!

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True-False

• The Text to Graphics and Back Again technique
  helps both teachers and students identify
  essential language needed to express content
  concepts.

True

• It is best for content teachers to grade ESOL
  students based on their effort, not their
  learning.

False

• Alternative assessments are helpful to ESOL
  students because they can work at their own pace
  and have more varied options on how to approach a
  task.

True
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• The social and cultural environment of the school
  has a strong effect on ESOL students self-esteem
  and motivation.

True

• It is generally a good idea to give an ESOL
  student an American name to avoid
  mispronunciations.

False

• Schools and teachers who are initiating
  multicultural education usually start with the
  Contributions or Additive Approaches in James
  Banks terminology because they dont require
  changing the basic assumptions of the curriculum.

True
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• In a Directed Reading-Thinking Activity, students
  are encouraged to make predictions before reading
  a predetermined section of the text.

True

• With respect to testing, culture-specific
  information on an exam should be eliminated.

False

• In content assignments the focus of grading
  should be on the students meaning and content
  learning, as well as on his/her language
  abilities.

False
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• The following test item contains culturally
  biased information.
• The jolly old man with the white beard and red
  suit looks like(a) an umpire (b) Santa Claus (c)
  a chef

True

• Cultural bias is not considered a threat to test
  validity.

False

• Written language is easier for ESOL students to
  grasp than oral language because it provides more
  opportunities for the negotiation of meaning.

False
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• ESOL students who know how to read in their
  native language have a distinct advantage over
  ESOL students who do not when it comes to
  learning to read English.

True

• The concept of Common Underlying Proficiency
  (CUP) implies that once a skill has been acquired
  in one language it does not need to be relearned
  in a second language.

True

• The last step in From Text to Graphics and Back
  Again involves asking students to select their
  own graphic organizers.

False
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Short Answers

• What is one strategy that you could use regularly
  in your content area to activate students prior
  (background) knowledge before beginning a new
  topic?

KWL, Wordsplash, Web, Application Activity,
Demonstration with questions

• List two types of Graphic Organizers that you
  could use on a regular basis in your content area
  to present concepts visually.

Venn Diagrams, Cause and Effect Tables, Time
Lines, Semantic Maps/Webs
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• Explain why it is not advisable to simultaneously
  grade both language and content when grading the
  work of ESOL students in the secondary content
  classroom.

It is not advisable to grade both simultaneously
because it is asking the ESOL student to
concentrate on everything (content and language)
at once. Content teachers should primarily focus
on assessing whether or not the student grasped
the content.
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• Banks describes four approaches to Multicultural
  Education Contributions, Additive,
  Transforma-tional, and Social Action Approach.
  Describe two of these approaches.

• Contributions Approach This is the most common
  approach used in which ethnic heroes are added to
  the curriculum. These heroes are often viewed
  from a mainstream perspective and are usually
  selected for inclusion into the curriculum using
  mainstream criteria.

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• Additive Approach In this approach, content,
  themes, and perspectives are added to the
  curriculum without changing its basic structure
  or purpose. This approach is usually
  characterized by the addition of a book, a unit,
  or a course to the curriculum.
• Transformation Approach This approach changes
  the basic assumptions of the curriculum and
  enables students to view issues and problems from
  several ethnic perspectives. It is not the
  addition of ethnic heroes, but the infusion of
  various perspectives that extends students
  understanding of the nature of U.S. culture.

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• Social Action Approach This approach includes
  all the elements of the Transformation Approach
  in that it changes the basic assumptions of the
  curriculum and enables students to view issues
  and problems from several ethnic perspectives.
  Beyond the transformation approach, it requires
  students to make decisions and to take actions
  related to the concept, issue, or problem they
  have studied.

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Activity ThreePoster Session
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Poster Session Instructions

• Stick the numbered post-it notes provided to you
  on the bottom right-hand corner of your poster.
• Using the tape provided, display your posters on
  the wall.
• Divide into two groups. First group will be
  presenters while other group will act as
  viewers for 15 minutes then roles will reverse.
• Review assignment evaluation criteria before
  beginning.

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Assignment Evaluation Criteria

• How well does the unit increase
  comprehensibility?
• How well does the unit increase interaction?
• How well does the unit increase higher order
  thinking skills?
• How well does the unit address ESOL students
  cultural needs?
• Does the unit include one additional
  strategy/activity of the authors choice?
• Does the unit include an alternative assessment
  method and correlations to the Sunshine State
  Standards?

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Activity FourFeedback on Integrated Units

• Use the provided Feedback Form

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Feedback Instructions

• Draw two numbers.
• Evaluate the two posters corresponding to the
  numbers and complete the Feedback Form.
• Select an exemplary poster from all of those
  displayed.

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Wrap-Up!
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Instructions

• Follow-Up Buddieschoose a partner to contact in
  1 month and 3 months. Write your names on the
  list.
• On separate post-it notes write down
• 1. The most useful course content
• 2. Recommendations for the course