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Heritage ch. 4+5 (English learning team)

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Heritage ch. 4+5 (English learning team)

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Teaching requires some process through which we can know whether students are developing the desired knowledge and skills. The types of assessment tasks that we ask our students to do determine how students will approach the learning task and what study behaviors they will use. Well-designed assessment methods provide valuable information about student learning. It is our responsibility to give a student the best path to knowledge. It is essential to do an assessment that aligns student goals with demonstrating their understanding and better learning.

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Alan Tran - Professional Responsibilities related to assessing student learning

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Alan Tran - Professional Responsibilities related to assessing student learning

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Assessing student learning will provide the teacher feedback on how proficient the student's understanding of the material and if the learning goals are reached by them. Also, this will let teachers know if they have to adjust their future lesson plans according to how the students learn the material.
Single assessments are not viable because everyone learns differently especially ELL students. We have to provide many opportunities for students to show what they know. There is not a single model or assessment that is perfect.

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It's the teachers responsibility to be able to integrate assessments throughout the classroom and be able to analyze and make proper adjustments to the lesson. No single assessment is sufficient because there are students who understand the material, just lack a voice when it comes to explaining their thought process in some ways.
-Carlos De La Rosa

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Acxel Bravo: Professional Responsibilities related to student learning

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Acxel Bravo: Professional Responsibilities related to student learning

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It is the responsibility of the educator to be mindful and knowledgeable of where their students are at. A great way to do this is through assessments that align with the students learning goals. We have to give students assessments that demonstrate their understanding but that doesn't make the assessment easier.

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Jay - Professional Responsibilities and Assessment

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Jay - Professional Responsibilities and Assessment

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One of the most important responsibilities a teacher has in regards to assessment is the commitment to providing a fair and equitable test to the students. This, of course, means multiple things. Tests need to be indicative of the content that was covered, and presented in a way students are familiar with. Tests also need to be equitable across language proficiency levels by providing support for Emerging, Expanding, and Bridging Learners so that they can showcase the content they have learned.

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Assessing students is an on going process, we are responsible in providing descriptions and documentations.  Assessment is the compass of direction, that helps up build our lessons.  What do we need to spend more time on and what, we don't need to necessarily spend much time on.  We need to make sure we provide numerous opportunity's as well.

Single assessment is not good, because everyone learns on a different level and speed, or may or may not comprehend at that time, learning is continuous and every once learns at different speeds.

Mike Austin

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We must understand that no one assessment will be enough to fully determine academic understanding. There must be multiple assessments ( multiple opportunities for student to be able to demonstrate their knowledge). Whether they are checking during the lesson or having an exit ticket that provides feedback to where a teacher can see where their student's understanding. Especially for the ELL students we want to make sure that they have an opportunity to demonstrate not only their understanding of the concept, but in the language as well.

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need to all way checking for understanding. assessing will look differently for all students.

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Educators have a responsibility to continue to assess students throughout a lesson whether that assessment is formative or summative. Both types of assessment are useful for seeing what students know or do not know. Educators cannot rely on only one or the other because one may reveal different things about the learning than another.

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The professional responsibilities related to assessing student learning should be for us as teachers to constantly check and watch the kids, a students body language can tell you all you need to know, if they are understanding the material or not. I think building on previous knowledge and providing proper scaffolding for the students that need it. This is very important for ELL's because it can show how the language learners are learning.

- Bryan Albert

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1. The professional responsibility to assess student learning is that we provide the information and resources they need to succeed. Our lesson plan should give them what they need to know for the assessment, having us see where they need help by checking what they know well and have trouble understanding.
2. No single assessment is sufficient because every student has their own way of showing what they understand and we have to give every the opportunity to show their full potential.

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10/28 Reflective Writing- Alexander Scorza

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10/28 Reflective Writing- Alexander Scorza

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As a professional, my assessment responsibilities include assessing students often, assessing them fairly, and letting assessment results inform my continued teaching practices in the class. Assessments are a wonderful tool to help gather data on student understanding and figure out how best to address areas where students may find trouble. Likewise, I am responsible for assessing the content and language understanding, not extraneous grammatical errors or other details not immediately related to the lesson and tasks at hand.

No single form of assessment is sufficient for making educational decisions because we can only begin to fully understand where the class and individual students are by providing multiple opportunities for them to express learning. Using one type of assessment and calling it a day leaves an educator with an insufficient understanding of student learning.

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What are the professional responsibilities related to assessing student learning? 

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What are the professional responsibilities related to assessing student learning? 

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As teachers, our job is to teach every single individual in the classroom. By using assessments, we will be able to see if the students are understanding the material. It also allows the teacher to see what is working and what is not working. -Brandon Hudrlik

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One form of assessment is not going to work for ELL learners or most students for that matter. Formal assessment is ongoing and you have to be present (mindful) of your students and how they learn. ELL rely on body language, and other forms of communication. There are many forms of communicating.  I know how it feels to freeze when you do not master the language

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One form of assessment is not going to work for ELL learners or most students for that matter. Formal assessment is ongoing and you have to be present (mindful) of your students and how they learn. ELL rely on body language, and other forms of communication. There are many forms of communicating.  I know how it feels to freeze when you do not master the language

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As educators, it is our responsibility to differentiate instruction and assessments for our students. No two students, regardless of language abilities, learn the same so expecting them to produce the same outcomes is unfair. It is important that we create instruction and assessments that make sense for our language learners and allows them to show their knowledge.

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No single assessment is sufficient. Assessments need to be focused on each students English language skills. It should be student focused; students should assess themselves.

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What are the professional responsibilities related to assessing student learning? 

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What are the professional responsibilities related to assessing student learning? 

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Teachers should be using assessments of student learning to direct their instruction.  Constant checking for understanding before moving on is important to be able to build lessons on existing knowledge.  This is especially important with language learners and assessing not only what they are learning in the content area, but how their language is progressing.
-Nicole Serrano

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Appendix B & C

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Question 4
- Demonstration
- Repeat directions
- Body assessment
- Fitness Journals (recording your own data, i.e. body assessment)
- You tube research (everything is becoming digital/virtual)

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Question 2
- Testing the ability of students on how capable they are on certain tasks.
- Language - Demonstration
- Pure teaching
- Physical Background

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Question 3
- Demonstration
- Thinking skills
- Communication
- Application of movement

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Question 1
- Physical Activity (describing the movements of physical activity)
- Speaking in terms of physiology/anatomy of the movement of the body. Isolated movements of weight lifting.
- Describing the locomotives and motor skills.

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Copy of Copy of ESEC 6003 Reading Journal 1

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Reading Journal 1

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Summary:
Language is complex and students understanding of language depends on their background, culture and experiences.

-Teachers need to be aware of the learning capability of each student so they can be successful.
-Understanding that language is much more complex and actually allowing the students to understand what is being taught, is more important than getting from point A to point B.

*AHA!
-Coming together as a group and agreeing on the same ideas was complicated, but we decided that it is very difficult as an educator to teach a child to analyze complex literature if the educator doesn't completely understand it themselves.

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Our discussion was about the similarities in our classmates work. We noticed that our classmates wrote a lot about the students' past experiences and how that influences their learning.

1. You can not fully decontextualize a text because readers will be expected to have some experience and prior knowledge for certain texts

2.Students with certain social backgrounds continue to be privileged while others remain at a disadvantage.

"aha" moment:

Reading this whole book was an aha moment for us!

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1-2-1 debrief Acxel, Michael, Ryan, Allen

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1-2-1 debrief Acxel, Michael, Ryan, Allen

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1. Depending on content area, there is a difference in the language used to express their views and understandings.

2.  -Each group had a different way of demonstrating their understanding of the text but they all came to a consensus on what the text was communicating to the reader.
-As educators we should elaborate our points so students can understand the material.

3. Based on our discussion, we saw our ah-ha moment as language being fluid. As language changes, so does the way we think. This allows for new ideas and concepts to be shared. Since language is always evolving and assists in the learning process, this means we should do our best as educators to be explicit and drive the importance of language to our ELL students.

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I noticed that each group presents their information in subtly different ways, and in doing so there were new insights every time I read a different group's interpretation of the jigsaw. I wonder how we might ensure that we continue to get the different perspectives of various academic fields once we start teaching properly? (I cheated with 2 sentences here, please forgive me! Wait, these are the 3rd and fourth sentences! Eek!)

1. Teachers need to be really effective and efficient communicators to convey information to students properly.
2. The true complexities of literacy betray the general perspective that literacy is a simple binary between "being able to read and write or not."

"Aha!:" The contextual nature of language inherently means there is no "correct" way to convey meaning, but rather there are several ways that might make more or less sense in a given context. I think I already knew this instinctively as an English student and writer, but having it overtly stated helps me understand the complexities of literacy in a broader, more meta sense. It's similar to the feeling I get when in linguistics classes. We do a lot with our native languages that we may not realize!

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-Summary-
-Academic language is complex, with many overlapping categories, for the language learner to master.

- Language teachers need to use context to set students up for success.
- Educators might assume that students with a knowledge of conversational English have a greater understanding of academic English then they actually do.

-Aha!-
In doing this segmented reading, we lacked context, and so we struggled with understanding and making connections the way a language learner might. We also struggled in summarizing our conversation into academic bullet points the same way a language learner may struggle switching between conversational and academic English.

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-ask questions
-be present and engaged
-clear communication of assignments/due dates
-build relationship with peers

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- Getting Acclimated
- Ask questions to our peers
- Create a comfortable environment

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Alex, The Disembodied Voice's Group-Of-One Lonely List

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Alex, The Disembodied Voice's Group-Of-One Lonely List

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-Be willing to work collaboratively! Alex is a happy and learned camper when he can work with other people to solve problems.

-Approach problems with empathy. Compassion is a good trait for students and educators alike, and we're both of those things!

-Be patient: everyone works at different paces and it makes for a welcoming atmosphere when we all dedicate time to education equitably.

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- Clear communication with classmates and teacher
- When in doubt, ask it out
- Practice being fully present
- Honest & open

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Social Science Teachers

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Group 3 PE

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my name has no meaning to it
7th/8th grade PE
my goal for this class is to learn how to incorporate ELL into PE

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This picture represents me... because it is me! I drew it as a joke to share with friends

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Alexander Scorza. My parents simply liked the name Alexander, and my last name is italian. Weirdly enough, it translates to fruit rind. I wonder what my ancestors were up to?

12th grade English, because I love literature and reading!

My goals for this class are to improve my ability to teach ESL, especially as I already work with many ESL students in my current job at CSUSB's Writing Center.

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Hello everyone my name is Brooklyn Virgen. I have three older sisters who’s names all start with B’s and my mom just really liked the name Brooklyn.

My teaching preference is US history.

My goal for this class is to learn how to engage with English language learners especially with a word heavy content area like history.

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Where did I get my name?: My first and my middle names are Linda Lucille. I'm named after my grandmother (Linda Lucille) whose middle name comes from her aunt (Lucille) who was like a mother to her.

Teaching Preference: I really hope to teach 10th or 11th grade English.

Goals/Hope for the class: My goal or hope for this class is that I am able to learn how to better help and encourage English Language Learners within an English class.

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Office Location: CE 246
Office Number: 909-537-4569
Cell Number: 702-245-0655
Nicole.Klimow@csusb.edu

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Social Science

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- Introducing Vocabulary in front
- Using in Discussion
- Socratic Seminar
- Journaling

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-Cause/Effect
-Discern Biases
-Recognize Patterns/Themes

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-Cause/Effect
-Primary Sources/Secondary Sources
-Constitution/Bill of Rights
-Checks & Balances

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-Democracy
-Political Parties/Ideology
-Religions

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1.

-combining like terms
-Functions
-Theorems/Definitions
-Basic Properties of addition, division, etc.

2.

- Specific Vocabulary ( Cancel out, denominator, fraction, difference, etc.)
- Explanation of steps
- Graphing paper,  Specific calculator, and online resources to check problems
- Pie chart

3.  Being able to connect prior knowledge to what is being currently taught. Application of problems to real world situations. Being able to demonstrate structure in problem solving.

4. Create a list of vocabulary that will be introduced into the lesson and a cheat cheat with examples that they can refer back to. Provide a lot of examples. Group Presentations!

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Theme
Rhetoric
Syntax
Diction
Point of View
Prose vs Poetry
Every Logical Fallacy