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I 'm currently based out of Tucson, Arizona in the United States, after living a decade abroad.

I have been a homeroom teacher, a Humanities teacher, an MLL/EAL specialist, a curriculum coordinator, and instructional coach. I love to engage in the deep thinking work of unit and instructional design for equity for multilingual students.

I'm super excited to return to ISNS. I really love to get nerdy about language. My 5 year old daughter started kindergarten this year. My family has recently adopted two black cats.

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When you return to your classrooms and teams and try something new, be sure to snap a picture and share with us.

Share the story of your learning and help other educators around the world! We love to see what's transferring to the classroom!

Linkedin

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Instagram

Don't forget to use the #EKCLiteracy 🤓

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Read

How Bilingual Brains Switch Between Languages (3 min)  🔗

How Languages Shape the Brain (5 min) 🔗

What’s Going On in the Brain of a Bilingual Child (7 min)  🔗

The Languages We Speak Changes the Colors We See (3 min)  🔗

From Monolingual Mindsets to the Multilingual Turn: Paradigm Shifts for EAL 🔗

View

A Bilingual Brain Solves Problems Faster (2 min)  🔗

How Bilingual Brains Perceive Time (3 min)  🔗

How the Languages We Speak Shape the Way We Think  (11 min)  🔗

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Read

Language Acquisition: An Overview  (9min) 🔗

Second Language Acquisition Theories and What It Means for Teacher Instruction 🔗

Key Concepts for Language Development (4min) 🔗

Simultaneous and Sequential Bilingualism 🔗

View

Krashen’s Theory of Second Language Acquisition (7 min) 🔗

Second Language Acquisition 🔗

Listen

Growing Language and Literacy (15min)  🔗

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Read:

Forgetting My First Language (11 min) 🔗

Honoring Students Stories: Identity Texts to Write and Diverse Texts to Read 🔗

Affirming Identity in Multilingual Classrooms 🔗

View:

Sustaining a Critical Stance on Language and Identity with Bilingual and Multilingual Students 6-12 (1 hour) 🔗

Jim Cummins and Language Identity 🔗

Funds of Knowledge 🔗 (2min)

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Posting and Using a Schedule | Classroom Check-Up WP Engine Prod

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Posting and using a daily schedule is a helpful step toward developing a successful classroom structure.

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Differentiation of Content: Curation + Choice

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Differentiation of Content: Curation + Choice

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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Fairfax Network - Fairfax County Public Schools

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Discourse Strategies for Inquiry Science: Rotating Review

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Read

WIDA Guiding Language Principles 🔗

Questions about Immersion 🔗

6 Principles for Effective ELL Instruction 🔗

Two Way Immersion Glossary 🔗

What is Content Integrated Learning? 🔗

Key Principles for ELL Instruction 🔗

The Costs of English  Only Education 🔗

Why UDL for ELL Learners 🔗

UDL Guidelines 🔗

View

Language Immersion 🔗

Universal Design for Learning 🔗

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How to Write Language Objectives: Tips for ELL Educators

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Mentor Learning and Language Target Examples

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Mentor Learning and Language Target Examples

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Read:

Visual Scaffolding Tips for ELLs

Three Types of Scaffolding: There’s a Scaffold for That

Why Are Visual Tools Important for Helping ELL Students Learn English?

Offer ways of customizing the display of information

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Viewing

Using Realia to Build Background Knowledge

Reading:

Realia and Manipulatives

The British Council: Using Realia

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View:

Oracy in the Classroom: Strategies for Effective Talk

Rotating Review with Inquiry Science

60 Second Strategy: Traverse Talk

Inside/Outside Circles

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Read:

Building Background Knowledge

How to Connect ELLs Background Knowledge to Content

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Snap a picture of the scaffolds we built in our time together and post below!

When you try it out with students, come back and reflect! How did it go? How might you iterate?

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Read 📚

Vocabulary Strategies in Math

Visual Dictionary

Teaching Academic Vocabulary to English Learners

View 👩🏻‍💻

Word Splash

Translanguaging During Word Inquiry

Tier 2 Vocabulary Strategy Instruction

Beth's Favorites

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Read 📚

Hexagonal Thinking: A Colorful Tool for Discussion

Socratic Seminar: Read, Write, Think

Socratic Seminar: Facing History

Discourse Strategies with Jeff Zwiers

Cultivating Discourse

View 👩🏻‍💻

60 Second Traverse Strategy

Scientist Circle

Discussion Mapping Strategy

Building Perspective Through Meaningful Discussion

Implementing Socratic Seminars

Discourse Strategies for Inquiry Science

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A Starter Kit for Differentiation 🔗

Instructional Playlists

3 Ways to Differentiate In Any Class 🔗

Differentiation Roundup 🔗

Differentiation for English Language Learners 🔗

Differentiation: What is it? What is it not? 🔗

Culturally Responsive Differentiation Strategies 🔗

18 Teacher Tested Strategies for Differentiated Instruction 🔗

Differentiation Central: Institute of Academic Diversity 🔗

Guided Reading with Jenna 🔗

Guided Reading: Small Group Instruction 🔗

Differentiation in the Art Classroom 🔗

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Read 📚

What is translanguaging really? (2min)🔗

A Pedagogy of Translanguaging (15min)🔗

Bringing Translanguaging Into Dual Language Education Programs (3min)🔗

Translanguaging: What is it and how do you plan for it? (5min)🔗

Fostering a Translanguaging Pedagogy with a Blended Environment 🔗

Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project 🔗

View 💻

What is translanguaging (6min) 🔗

Multilingualism and Translanguaging in the Classroom 🔗

Translanguaging in Curriculum and Instruction 🔗

Multilingualism at school is better than monolingualism. #1 Strategies at school: Translanguaging (3min) 🔗

Translanguaging as a Theory of Language (48min) 🔗

Developing Translanguaging Pedagogy (57min) 🔗

Translanguaging: A Multilingual Environment (3min) 🔗

Sustaining a Critical Stance on Language and Identity with Bilingual and Multilingual Students 6-12 (1 hour) 🔗

Listening 🎧

The Transformative Power of Translanguaging in Literature (31 min)🔗

Listening To MLs Differently Through Translanguaging (55min)🔗

The What, Why, When, and How of Translanguaging (66 min)🔗

Rooted in Strength (65 min) 🔗

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WIDA Focus Bulletin on Translanguaging

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by Terry Heick

Analogies are one of the best-kept secrets in education.

Often used as multiple choice question items or as warm-ups to begin a lesson, analogies are useful teaching and learning strategies because of their flexibility, ease of use, and tendency to force cognitive load on students.

I use them constantly in my classroom, primarily due to their grab-and-go format. Any place, any time-verbal, drawing, exit slip, discussion, one-on-one, whole class, group work, begin class, end class, abstract or concrete thinking, analogies are imminently useful. They're also everywhere-debates, commercials, sitcoms, poetry, hip-hop, video games.

What's not to love?
Analogy Definition
An analogy is simply a comparison between two things. In this way, it is similar to the simile and metaphor. We use analogies all the time informally. In conversation, when you compare one situation to another, you're using an analogy. 'Life is like a box of chocolates' is a simile that also compares analogous ideas-the uncertainty and variety in life experiences with the same in a box of chocolates.

In addition to conversational analogies, there are formal academic analogies.

Academic analogies are useful for teaching and learning because they require students to analyze a thing (or things), and then transfer that analysis to another thing. This kind of transfer requires at least some kind of conceptual grasp-understanding.

This makes them useful for assessment, but they can also be used as an effective learning strategy as well. As students create incorrect analogies, analyze the relationships their analogies are suggesting, and then correct them accordingly, students are grappling with ideas, monitoring and revising their thinking, and otherwise actively consider the often complex relationships between disparate things.

Starting with an open right side, where items C & D are open is not a bad way to start, as it allows students to make mistakes. Which is good-their mistakes are illuminating. They tell you what the student thinks but do so in a way that doesn't require the writing process, verbal articulation, or some in-depth and long-term project that taxes their ability to manage their time and be organized as much as it does their understanding of ideas.
One Example
Imagine asking a student to complete the following analogy.

Laws : Constitution :: ______ : _______

So in the journal, for example, a student writes, Laws:Constitution::Weapon:Video Game. This was useful for the student as a learning strategy, as the student had to 'think' about what laws 'do' and do so while really, truly internalizing it all. The above 'weapon : video game' response tells you the student thinks that laws function like weapons-destroying enemies, defending the protagonist, doing damage, etc.

You may not, at a glance, be sure which-you can ask if you have time-but you can tell here that the student's on the right track. So maybe you suggest a mild revision- Laws : Constitution: Code: Video Game. You may not be sure yourself if this is true-maybe you're only vaguely familiar with how video games work-but you suggest it anyway.

Next, you ask the student to critique your answer-say how it is and isn't true. This requires the student to carefully scrutinize-with whatever knowledge they do have-to come up with something. Who doesn't want to point out a teacher's error?

And isn't thoughtful scrutiny of ideas what we're after as teachers?
Personalizing Learning
In maybe their best trick, analogies make differentiation and personalization dead simple. Struggling reader? Use monosyllabic terms. Non-reader? Well, that's a huge problem, but try symbols. Hesitant learner? Use pop culture items that make it seem less like 'school.'

Abstract thinker? Use equally abstract and theoretical terms. Well-read? Use literary ideas, figures, etc. Tech-addict? Social butterfly? Introvert? Use that!
Analogy Function
Analogies function by providing a framework for comparison across four concepts. Two items are compared to determine a relationship, and that relationship is then reproduced between two other ideas.
Analogy Format
In a formal academic analogy, four Items are separated by a series of colons, as in the formula shown below.

A : B :: C : D

The two items on the left (items A & B) describe a relationship and are separated by a single colon. The two items on the right (items C & D) are shown on the right and are also separated by a colon. Together, both sides are then separated by two colons in the middle, as demonstrated here: Hot : Cold :: Wet : Dry

To complete these, students have to identify, analyze, evaluate, and transfer. Consider the following analogy: Fish : River :: Bird : _____

Even in this very simple analogy, students might identify a half-dozen characteristics of the relationship between fish and river, their mind scrambling to find relationships. They then analyze that relationship and come up with those most obvious. Fish live in a river, are sometimes found in a river, are caught in a river, love the river, are smaller than a river, etc.

With this list, they then have to scrutinize more carefully, evaluating each item accordingly until they can name the relationship in the second part of the analogy that best describes that established in the first. That last part requires some patience-students love to shout out answers (identify and analyze), but the evaluate part takes more effort, so they try to skip it. Don't let them! (See below.)
Tips For Teaching With Analogies
1. The more consistently you use analogies, the more comfortable students will become with their simple but highly 'academic' format. Let's face it-analogies look intimidating and dry. Once they get past that initial impression, they'll be more useful as a teaching and learning tool.

2. Background knowledge, social and cultural contexts, socioeconomic status and more all are 'part' of a student's experience-and thus their thinking.

In the 'Fish : River' analogy, students unfamiliar with rivers-those that have always seen fish caught in the ocean, for example-may be confused by this. The same is true using any concept that is less than universal-snow, traffic lights, skyscrapers, apps, etc.

3. Subjectivity always plays a role.

Even ideas that every student understands can be problematic if they see the relationship differently than you do. Is baseball 'America's pastime' or 'boring'? Was Malcolm X heroic or defiant-or heroic because he was defiant?

That doesn't mean you can't use these items, but be prepared to adjust on the fly if students are having trouble. As with any assessment, don't let the form obscure students showing you what they do and don't understand.
Rules for Completing Analogy
Students love to play fill-in-the-blank with analogies. Nature hates a void, and even confusing analogies can usually get a mildly-engaged student guessing. When going over analogies whole-class, don't let the students shout out answers, or guess. Make them first complete a sentence that best describes the relation between items A & B, and don't let them go any further until they do.

In the following analogy, Soap : Germs ::______:Conflict, requires students to first come up with a sentence for items A & B-and not just any true sentence, but once that best describes the relationship between the items.

Soap kills germs (or at least washes them away-depends on how carefully students are thinking!) works. So soap kills germs as tolerance kills conflict.

That one was easy enough. But when you consider Emily Dickinson : Em-Dash : Carpenter : ______, the answer is less obvious. Dickinson made extensive use of the Em-Dash as a carpenter makes extensive use of a hammer-or saw, or whatever. But blueprints or concrete wouldn't work so well, as carpenters don't (usually) make extensive use of each.
14 Types Of Analogies To Promote Thinking Synonym
Beginner:Novice::Tone:________
Antonym
Hot:Cold::Free:______
Part/Whole
Stars:Galaxy::Molecules:Object
Cause/Effect
Rise of Social Messaging:Demise of Email::__________:French Revolution
Thing/Function
Martin Luther King Jr.'s "I Have A Dream":Civil Rights::________:LBGTQ Rights
Thing/Characteristic
Emily Dickson's Poetry:Pious::Robert Frost's Poetry:_________
Thing/Context
Field: Farm:: Audience
Example/Type Of
Verbal Irony:_______::iPhone:Smartphone
Category/Subcategory
Shape:Quadrilateral::_______:Oval
Object/Classification
Porsche 911: Sports Car:: Alligator: Reptile
Degree of Difference
Cool:Cold::Industrialism::________
Fact/Opinion
"It's 93 degrees":"It's Hot"::________:"Freedom isn't free"
Step/Process
Revision:Writing Process::______Sentence Diagramming
Problem/Solution
Racism:Affection::________:Time Travel
Symbol/Referent
Swastika:Nazi Germany::Faulkner's use of setting in "A Rose for Emily":________

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From part to whole to synonyms and antonyms, to cause and effect and step and sequences, here are good examples for teaching with analogies.

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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Printed from https://www.theteachertoolkit.com This collaborative strategy gets students moving around the room while working with classmates to solve problems and answer questions. This also allows all students the opportunity to "be the teacher," which students love to do. As students talk about their ideas and thinking process with others, it helps them develop a deeper understanding of the concepts at hand.

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teach the earth:enhancing your teaching:teaching methods

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higher education :undergraduate (lower division)

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Gallery Walk is a discussion technique that gets students out of their chairs and into a mode of active engagement. The advantage of the method is its flexibility and the variety of benefits for students and ...

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We used this strategy as a way to review vocabulary, but it has many different iterations.

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It involves learners getting up and talking to all the other members of the class. Example The group are practising using the present perfect for experiences. Amongst the group there are learners who have to: find someone who has been abroad find someone who has eaten something really strange find someone who has done a bungee jump

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Using The 3-2-1 Learning Strategy For Critical Thinking

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The 3-2-1 strategy is a simple way to frame a topic or task, making it useful for anything from discussion prompts to inquiry learning.

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Strategy OverviewHow This Strategy Supports Language DevelopmentMaking sketchnotes can increase students’ comprehension of content because it is an active way to synthesize content knowledge. Labeling the sketches provides the needed vocabulary and is linked to a visual for greater retention and easier referencing.Step-by-Step InstructionsPresent one detail about a concept at a time.

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Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson.

Bob Daemmrich / Alamy Stock Photo

One Teaching, One Observing: One teacher is directly instructing students while the other observes students for evidence of learning.

One Teaching, One Assisting: One teacher is directly instructing students while the other assists individual students as needed.

Parallel Teaching: The class is divided into two groups and each teacher teaches the same information at the same time.

Station Teaching: Each teacher teaches a specific part of the content to different groups as they rotate between teachers.

Alternative Teaching: One teacher teaches the bulk of the students, and the other teaches a small group based on need.

Team Teaching: Both teachers are directly instructing students at the same time-sometimes called "tag team teaching."

Teachers who are assigned co-teaching roles often have little experience or training in co-teaching. Learning what works and what doesn't often must come with experience. And teachers don't always get to choose who they teach with, which adds an extra layer of challenge because it can leave the individuals' roles in the lesson planning phase and during instruction blurry.

Teaching partners should consider each model's purpose and merit before deciding which to use for a particular lesson or part of a lesson. Considering the benefits of each model should help teachers determine which to use for a given lesson.

6 Models of Co-Teaching: Pros and Cons

One Teaching, One Observing: As a supervisor, I've seen this model implemented both with purpose and without. It takes time to develop a working relationship with another teacher. When the relationship isn't working, this model appears more often, and often without purpose.

When one teacher is directly instructing the students, the other should be observing. The observing teacher is collecting data, which can be useful in determining what instruction takes place next, which students need additional help, and what co-teaching model may be used next to address any identified needs.

Pros: less time collaborating, less interruption, more focused and purposeful data collection.

Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without focused data collection.

One Teaching, One Assisting: This model is often implemented in a one-sided fashion, with one teacher left in the role of assistant. This model can be extremely useful if the teachers swap roles so that both gain comfort in teaching the content and in assisting students one-on-one. Being professional and looking for signs that students are either not on task or are struggling with the content and sharing those signs with the other teacher can mean the difference between a student's success or failure in a lesson.

Pros: less interruption between teachers, more eyes on students to identify those in need.

Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without a focused group of students to assist based on the lesson design.

Parallel Teaching: I've seen parallel teaching work extremely well-it can be a great way to reduce the feel of a larger class. By breaking the students into two groups and teaching the lesson simultaneously, more students can get the close, small-group instruction that research indicates helps struggling learners. More students have the opportunity to ask questions throughout the process than they would in a larger group.

This is also a great model when the content is extremely challenging because it allows each teacher to really differentiate instruction for each student in the smaller group.

Pros: smaller instructional groups, more time for students to fill in instructional gaps, classroom management is easier.

Cons: difficult logistics, takes more time to collaboratively plan, requires that both teachers have content expertise.

Station Teaching: Station teaching is a way for each teacher to own a piece of the content and replicate that piece of the lesson multiple times within the same period with different groups of students. Unlike parallel teaching, teachers using this model can each focus more on a specific part of the lesson as groups rotate through each teacher's station. Additional stations that aren't led by one of the two teachers can foster students' independence and give them time to practice the material.

Pros: capitalizes on each teacher's strengths, smaller instructional groups, refined lesson planning.

Cons: takes more time to plan, requires good timing on the part of both teachers.

Alternative Teaching: I've seen teachers use this model to help a small group of students accelerate their learning, catch up on missed content, or fill in their gaps in understanding. The keys are finding space so that the other students are not disrupted while this small-group instruction is taking place, and ensuring that students in the small group don't miss new information.

Pros: gives students opportunities to close instructional gaps, can help students with chronic absenteeism, focuses resources on a target student population.

Cons: requires dual planning of time and content so that there's no missed instruction.

Team Teaching: A true team-teaching lesson is a thing of beauty. Two teachers whose personalities complement each other offer benefits for all students in the classroom. Getting to this point requires years of experience, collaborative planning, and a positive, professional relationship that is always being refined and improved. Supervisors and principals need to know that this model can be achieved by making the teaching pairs a priority when scheduling the building.

Pros: capitalizes on two teachers' expertise and instructional strategies, gives both teachers the spotlight in front of the entire class.

Cons: often requires experience in working together (although it can be done with a new pair of team-teachers), immense planning, and a healthy relationship in order to work.

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Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson. Bob Daemmrich / Alamy Stock Photo One Teaching, One Observing: One teacher is directly instructing students while the other observes students for evidence of learning.

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Snap a picture and upload it here!

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IS Nanshan: Shifting From Support to Ecosystems: Co-teaching for Collaborative Content and Language Integrated Learning

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How might we shift to a collaborative CLIL ecosystem in order to ensure our multilingual students thrive?                           

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BPC. Beth's Favorite Differntiation Strategies 2021

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Introduction to French greetings PPT (PYP)

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Introduction to French greetings PPT (PYP)

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French greetings PPT presentation using visuals for better understanding. Slides are organized following a real conversation for more immersion and exchange between students.

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G5 Choices that impact the body (mental health) Sentence Frames

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G5 Choices that impact the body (mental health) Sentence Frames

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Chappell Roan - Pink Pony Club (Official Music Video)

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Lady Gaga, Bruno Mars - Die With A Smile (Official Music Video)

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Celine

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Coldplay - Viva La Vida (Official Video)

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Singin' in the Rain | Good Mornin' | Warner Bros. Entertainment

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Are you Ok!? -- Xiaomi CEO Lei Jun & Hugo Barra  ^_^ 小米 CEO 雷军

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Tony Ann - TAURUS "The Tenacious" (Official Piano Tutorial)

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Bruno Mars - The Lazy Song (Official Music Video)

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作詞：Jimmie Davis 作曲：Jimmie Davis

You are my sunshine, my only sunshine
You make me happy when skies are gray
You'll never know dear, how much I love you
Please don't take my sunshine away

The other night dear, as I lay sleeping
I dreamt I held you in my arms
When I awoke dear, I was mistaken
So I hung my head and cried

You are my sunshine, my only sunshine
You make me happy when skies are gray
You'll never know dear, how much I love you
Please don't take my sunshine away

The other night dear, as I lay sleeping
I dreamt I held you in my arms
When I awoke dear, I was mistaken
So I hung my head and cried

出自專輯

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You Are My Sunshine-歌詞- You are my sunshine, my only sunshine You make me happy when skies are gray You'll never know dear, how much I love ... -快打開 KKBOX 盡情收聽。

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Alicia Keys - Girl on Fire (Official Video)

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Tony Ann - TAURUS "The Tenacious" (Official Piano Tutorial)

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Diego Torres - Color Esperanza (Official Video)

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Are there examples of how TAs can translanguage in the moment for students to help them understand without it simply being translating? Perhaps a script or example prompts?

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Co-teaching model for Learning Support Strategy

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Co-teaching model for Learning Support Strategy