# data[].attributes.attachment_link.title
Big ideas for expanding minds - teaching English language learners across the curriculum (Chapters 5-7) (2)

# data[].attributes.body
3 Things Learned

Use graphic organizers to aid students in visualizing information

Chronology or a set pattern aids retention and learning

Encourage the use of primary sources for critical thinking

2 Questions

How can we teach primary sources to students in a timely manner with scaffolding?

What materials should we use to aid students in learning that does not belittle their intelligence?

1 Comment

Visual aid for teachers (which graphic organizers to use and when)

# data[].attributes.body
3 Things learned:

1. The chart (Figure 6.1 "Linking Words") was very helpful to promote text cohesion. It can be particularly useful for recognizing usage of linking words in scientific articles, and implementing them in students' own work in laboratory reports

2. Multimodal representations (images and words and etc.) are key to enhancing understanding of complex vocabulary to enhance clarity and reduce ambiguity

3. Using sensory descriptions (e.g., color, texture, smell) can help students develop vocabulary for scientific observations

2 questions:

1. Many of these strategies require a baseline knowledge of English to implement them. If we have students in senior science courses who find comprehension more challenging, how do ensure their needs are met while also focusing on other students in the class?

2. How do we put aside our own positionality/biases to understand what challenges ELLs may be facing?

1 aspect enjoyed:

1. We enjoyed how comprehensive the chapter was, and we appreciated the specific in-class/in-practice examples that the chapter gave.

# data[].attributes.body
3 things learned:

Basic literary skills are essential for social studies

ELL students can engage in higher-order thinking and analysis

Social studies lends itself to more collaborative learning models and thus can benefit ELL students

2 questions:

How can educators scaffold material in a culturally responsive and respectful way when engaging with sensitive topics?

How do you reduce bullying for English language learners?

1 enjoyed aspect:

The chapter had strong accompanying graphics and flow charts, etc.

# data[].attributes.body
Three things students have learned:

1. Making sure ELL students continue to learn content in L1 as they learn L2.

2. Provide students with an understanding in various ways. Ex: acting it out, group projects, visuals, etc.

3. Allowing students many opportunities for translanguage to activate student's background knowledge and validate their linguistic talents.

Two questions:

1. How do we implement assessment equitability with English language learning students?

2. How can we put Mathematical Word Families in multiple languages?

One aspect of the text that was interesting:

1. Using cultural aspects in a visual way to connect to students and understand math concepts.

# data[].attributes.headline
Ashlei, James, Nico, Jonah, Borair, Jack

# data[].attributes.subject
Ashlei, James, Nico, Jonah, Borair, Jack

# data[].attributes.body
3 things learned

graphic organizers can help to chunk knowledge and instructions into more accessible portions

In a social science context is to review language that helps to explain causality and relationships between events, trends, and forces in history/culture

getting students to practice English expressions related to course content can be a helpful strategy for combining content knowledge and language development

2 questions

How effective are diagram/charts of vocabulary words and etymology when it becomes extremely detailed and goes beyond how students will use and understand the words in class?

How can we differentiate for students who are visually impaired?

one thing enjoyed

Visual representations and real examples

# data[].attributes.body
3 things learned

use of a variety of visuals

importance of language scaffolding

use of home language to explore different perspectives of topic

2 questions

How does it work if there are too many home languages represented in the classroom?

What happens when it comes to assessments?

1 enjoyed aspect

multiple opportunities for visual representations

# data[].attributes.body
3 things:

1. Activate + build background knowledge.

2. Language skills are transferrable across disciplines

3. Embed content in richly redundant / abundant context.

2 questions

1. What are the systems that support content teacher -languge teacher collaboration?

2. How can assessments reflect these supports?

1 aspect we enjoyed

Language as a vehicle for learning, supporting acquisition of knowledge across disciplines.