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Also I have no idea how to mark things "done" on Canvas

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Also I have no idea how to mark things "done" on Canvas

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All professors seem to use Canvas differently, too...like, I'm sure this is a silly question given what i know about colleges and bureaucracy, but do they give some kind of training?  Half the professors use discussions as assignments and vice versa, and it's so disorganized.  Not complaining at you, Professor, just in general!

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What was your big take away from today's class

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What was your big take away from today's class

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I really enjoyed this class and would have loved for it to be a longer class. I took a 1 credit course that was set up as a 6 week course at night which I think would be a great way to do this course as well because you could teach more and give us more to do at home to help really understand the material. I do think you taught a lot of really great information in these two days and I can't wait to put this knowledge to use.

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I actually took a class on teaching ELL as an undergrad, but the professor was not... fantastic, so this class is definitely helpful to reinforce the things I only somewhat learned. The activities we did to help with understanding how anELL might view an assignment or what we needed to do to assess real understanding were really helpful. I echo many of my classmates in wishing this class was longer, more spread out, and more than one credit. Even if it was something I could take during summer, that would be better than being up early and then cramming for five hours.

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As a first semester student in the 5th year program with no prior experience in education classes; I am extremely overwhelmed with everything the university program has essentially "dumped on my plate". However I think Mrs. Farnell has done a great job of engaging the class and informing us as much as possible of the topic with the little time and resources given. The power point is going better than I expected and my partner is super cool. The chapter analysis was pretty boring but mostly because of the reading. I'm still finalizing the website search activity but that should go smoothly!

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I really enjoyed when others shared their personal experiences with ELLs in their classrooms. It is always helpful to hear how others are working with and helping enhance the experience that are our ELLS are having in the school setting. Having both a group presentation and summarizing a chapter outside of class during a shortened holiday week, that I celebrate was difficult. It would be helpful to read the chapter as groups and respond to it on charts together in class. I understand that your job is not easy since so much information needs to be delivered in a short amount of time. Maybe give 2 weeks to complete the larger outside assignments?

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For a mere 6 hours, it was quite the crash course. I was not expecting much for a 1 credit Saturday course, yet, I walked away with more appreciate and knowledge on ELLs. The overload of assignments

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The group project is proving to be difficult with someone I have never spoken to and its due date within the course of a week. The class also deserves more than two sessions. But I enjoy the professor and his evident passion and knowledge base for the subject.

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Because my school is about 50% Spanish speaking, I have a lot of opportunities to become more integral into the bridge between English and Spanish. In light of new information from our first class, I could apply many more resources toward ELL students and their families that could make our community stronger.

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I was able to see things through some of my previous ELL students eyes and understand that there is a lot going on below the surface, in their minds, that is unseen by their teacher and peers.

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My biggest take away from our first class was developing a sense of compassion for new ELL students. It was extremely helpful to see things through their eyes and understand a standard timeline for immersion.

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Sleep is great, I wish I could sleep more. But that's less of a problem with the course and more of a "me" problem.

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The school I intern in is massive, and has a very large population of ELL students. There are plenty of opportunities for me to apply new strategies I have learned to help communicate ideas and teach in a more comprehensive, understandable way for all students.

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Going to a large and diverse school as a kid, and having many diverse, often bilingual friends, I've always been searching for ways to break language barriers and interact with new people. People are interesting, in general, it's one of the reasons I would like to teach so much, and lacking the ability to communicate and accommodate for those who have a beginners look at your language means that you miss out on interacting with that many more people.

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My biggest take-away was that a large number of great strategies are applicable in ELL classes and beyond

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I think that this should be a 3 credit course. There is more useful and practical applications for us in this course than in MANY of the courses that are deemed 3 credits.

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Making sure ELL's really understand the assignment, but also make sure to incorporate culturally relevant material. I also would, depending on the level of the ELL, encourage them to write in their L1 and figure out how to translate later-- at certain levels it is more enriching for them to engage in the activity and be able to express themselves without the burden of translating

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I studied abroad in Japan (twice), but the first time I went the experience was a true eye opener. Despite knowing (a little) Japanese it was the first time in my life that I understood what it must be like to be unable to read. This was a VERY humbling experience for me and truly a lesson I have kept with me in the years since. That being said Japan is an extremely friendly and safe country where a lot of people know English and are happy to attempt to use their English with you whenever possible. For students who come to the USA very often they can be in an isolated position of having no one who can speak to them and no idea what is going on. My heart goes out to them as I have only felt a snipit of

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My biggest take away was that just because a student becomes proficient in speaking English it does not mean that they can read English, and then, just because they can read or pronounce English does not mean that they comprehend what they are reading. I really feel that ensuring comprehension is a very important part of facilitating ELL's in a well rounded and successful program. I

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My biggest take away from the class was the amount of time it takes an ELL to learn a language. I think we take that for granted sometimes in our classrooms and expect a faster learning rate, It was helpful to put it into perspective.

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I would have enjoyed more hands on/interactive activities and some allotted time to work on the group project. All in all it was a great class!

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I wish the class could have been longer and there was more time for the assignments.

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After class this week, I decided I need to do a better job to activate prior knowledge to be sure not just ELL students but all students are understanding the topic being discussed.

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I have worked with a few ELL students. I am looking forward to our next class to learn more strategies to help these students to succeed.

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I took a lot away from this weeks session. I learned many strategies used for ELL students could benefit all students. It was interesting to learn how long and how much practice and  is needed for a student to become proficient in another language as well as the students experiences.

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I wish I had learned different strategies I would be able to use in regards teaching ELL students to read since I am taking this course as a requirement for UBs reading certification and earning my 6th year.

I also would have appreciated the comments that weren't really relevant to what our Professor was discussing to be less.  I felt that a few students continued to chime in when their comments did not apply to the topic at the time. We might have had more time at the end of class to work with our group members to get a handle on what each member would do for our project due this Saturday

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I mentioned to my teachers on my first grade team how our Prof. had us do an activity where we took out all the content words that ELL students would find difficult to understand and they wanted to try the same activity. They found it amazing and it really hit home how difficult content is to understand if an ELL student hasn't had any pre-teaching or prior back ground knowledge.

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I believe there are connections to prior knowledge and or experiences. When someone is learning a language that is new to them I believe they try to associate words in their own language to words in the new language that the person is trying to learn

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My biggest take away from class is that although at times we seem to make things easier in order to differentiate for our ELL students we as teachers are not "dumbing it down."  Teachers are simply putting the task or assignment at the appropriate level of the ELL learner.
For example, when our Professor mentioned having an ELL student use picture cards and put them in order to form a sentence or idea.

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I took alot away from this class. Teaching English is not something that you can follow a recipe and get a great result with - every student is different and all accommodations must be considered. Great class.

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I learned alot from this class. It never really occurred to me to consider the relationships between the orthography of the learner's native tongue and that of English. I was also pleasantly surprised by the teacher being so engaged and enthusiastic as well as knowledgable and experienced. Great class.

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I wish this was a three credit class. I think there is so much to be learned about ELLs and English speaking students alike in this seminar. It can't be done in only two sessions. Also, I wish there was some built in time to work on our projects during the class.

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I can apply what I have learned in this class in many ways. All of the websites being posted on the discussion board are actually extremely valuable resources. I have one Portuguese student at my school who I am trying to connect with as much as possible. I can use these resources for her. I also feel pretty inspired to learn the language myself. I think the acquisition of language is a wildly interesting process and I would like to continue learning Portuguese to make my student feel welcome.

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I worked with college level ELLs in Costa Rica over the summer and I wish I had taken this class first! My students BICS were very well developed and they were able to even debate about rules of grammar. However, I feel like I was creating lessons "on the fly" and had I done this seminar first, I would have made more informed decisions about my approach to teaching English.

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I was very interested in the BICS vs CALP discussion. I had no idea that students could appear to know language but not also apply it academically. It is true, kids are very concerned with social interactions so it makes sense that those skills would develop first.

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I completed a 30 hour mandated training for ELLs training and this just helped to reinforce what was already learned.

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I wish we had more time to work on the group project to at least take some of the stress away as to the topic, and how to present the topic.

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Making sure that I give enough background information just in case a student not necessarily ELLs, know the topic I'm covering without being afraid to ask what a particular item/topic is.

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My biggest take away was that all of these strategies can benefit ALL children not just ELLs.

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I have learned that vocabulary instruction is crucial working with ELL kids. I never thought about how little vocabulary ELL students may know. This was really evident with the "blah blah" activity. Now I know and will ensure that I am cognizant of this in my classes. Furthermore, I will include more images in my lessons.

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It felt a little overwhelming getting a lot of assignments due in one week, when many of us are taking other classes as well as teaching or interning full time. I understand that it is mandatory for the one credit class and there's not much that can be done. It would probably be more manageable if the class was spread out over 3 weeks- may 4 hours per day? Other than that, I am enjoying the class and learning a lot. MUCH better than what I was expecting from a Saturday class!

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Something that I can apply to my experience in the schools is to start observing the ELL students in the classrooms that I am in, and try to see if I can figure out what is working for them, and what strategies could be used to help them understand the content knowledge.

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I am currently interning, so I have not had a classroom of my own. However, I have noticed students getting pulled out of the classroom to see the ELL teacher. I hope to be able to shadow the ELL teacher even for part of the day to see what she does when she works with students.

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My biggest take-away from this class is that strategies that are meant to help ELL students help ALL students. I remember thinking the same thing when I took a course in special education.

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I only wish this class wasn't condensed into two sessions. It certainly warrants a full semester, whereas other teachers' courses could stand to be cut down to one credit.

I'd like to have worked with more hands-on activities as well.

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I would love to take an excerpt of text and play the "blah game" (as I've come to call it) with a class. Even as a sub, that could be easily done with any subject. It'd be interesting to see what words might cause students to pause. It could be a great way to review material with students, too.

Also, I'm going to keep an eye out for any ELLs in the classes I sub. I'd like to speak more with their paras about what supports are in place to help them learn English (both conversational and academic!) I realized after class how little I know about the ESL program in my school.

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I recall working with a Cloze activity in a previous literacy course, but I had never thought to use it with ELL students specifically. Beyond this, everything we covered was entirely new to me, as I've never formally taught or worked with ELLs. But based on our discussions, the readings, and discussion board posts, I feel I've already acquired a number of new tools for my belt.

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Real learning far exceeds mere comprehension. This means that the default Q&As we turn to in order to assess students' knowledge might not be comprehensive enough to actually detect gaps in learning. Whether working with ELLs or native English speakers, it behooves a teacher to be strategic about what lines of questioning are used to assess content
understanding.

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When teaching math, I will be more strategic about making sure that language isn't a barrier for students. If it is, I will incorporate strategies to diminish the language demands of math so students can focus on the application of concepts and procedures.

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I have had ELL students in my general education classroom each year. After today's class, I wish I have done more for them in terms of language. While I use strategies that are effective for all students, I still wish that I have done more to support them. Using the strategies learned in class will definitely help me to start doing that now!

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My biggest take away is that there should be a language goal embedded in each learning objective for ELL students. Without language scaffolded for them, they will be unsuccessful learning content. We need to ensure that we are providing equitable learning environments for all students, and scaffolding language is one way of doing so.

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I was hoping that we could've spent more time on the stages of proficiency. As a reading specialist, that information could serve me well when working with ELLs in reading.

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The biggest take away from this week's session was that these strategies can be applied to all students. Just because a student is a native speaker doesn't mean they could not benefit from the strategies used to teach an English Language Learner

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I wish it could have been longer (if time and other responsibilities could magically be put on hold). I would like to have heard more from fellow students who have hands on experience...or more anecdotal stories from your experience. It would also be helpful to have had more time to discuss the project with the group members, as it is logistically challenging to coordinate and pull together a group project.

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When I studied abroad for my foreign language I took classes in French and felt like I would never "get" it. I was still struggling with the BICS, so the CALP really was a downer. (I love that I can use those acronyms!)And this was a program geared for Americans coming to study in French. I also signed up for a real university class (God only knows why). I dropped it. It was completely beyond me at that stage.

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I would like to do The Grant Years or a similar reading with the next class that I sub for. We have many ELLs and it would be beneficial for those proficient in English to gain more empathy for their classmates who don't have English as their first language. If possible, with the same class, I would like to do a difficult text that is over the heads of the native speakers so that they can experience first hand what their ELL peers experience daily.

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Anything you include for ELL, SpedEd, ADD, ADHD students, to reach them, and to scaffold their learning, will benefit ALL other students in the class.

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Today we got a lot of great information and covered a lot! I wish we had gotten a little bit of time during class to sit and discuss with our groups what we would each like to cover for the group project and how we would get it done.

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The activity where we took out content words and replaced them with the word "blah" was really eye-opening for me. I need to take a closer look at articles and stories I give children in my class to make sure they have all the prior knowledge needed in order to comprehend the reading. I am going to try replacing content words with the word "blah" in my one our readings this week to help me plan for future lessons!

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I have been teaching for 6 years now and I have only seen 1 ELL student come through my school so I unfortunately have no experience teaching ELL students. When we did have an ELL student come from Sweden I saw how our reading specialist used strategies like content maps, visuals, and other graphic organizers to help her access her learning.

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My biggest take-away from class was that there are many comprehension strategies that teachers use that don't actually show what students are comprehending. We need to strategically pick activities and and strategically ask questions that will help teachers see if a students actually understands what's being taught or not.

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I really enjoyed the class. I suggest more interactive opportunities to experience what ELL's experience. I.e. More hands on activities.

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I will apply more pictures to all of my lessons. I feel as though I learned that allowing kids to express themselves through pictures really helps demonstrate what they know. It is important for us to look at the objective rather than the product.

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One of my biggest connections was the idea that reading text for meaning in a new language is extremely difficult. In my experience I have had difficulty understanding even the easiest directions because of a language barrier when visiting a foreign country.

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My biggest take-away from today's class is that all ELL strategies work wonders for all students as well!

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What is something you wish had been different?

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What is something you wish had been different?

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How can you apply something that we covered today in your teaching situations during the next two weeks?

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How can you apply something that we covered today in your teaching situations during the next two weeks?

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Are there any connections to either prior knowledge and/or experiences?

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Are there any connections to either prior knowledge and/or experiences?

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All students. I love that all of the strategies used for ESL students discussed can be implemented in the class for every student. For one, this lessens the work load on the educator but more importantly it insures that ESL student does not stand out from their peers.