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Students at any age K-12 can become preoccupied with other thoughts during class, or may struggle to acquire new concepts if the teacher does not "act out" certain words or concepts. To be an effective teacher of students K-12, the teacher should be active, full of energy, and attentive to the needs of all students in her/his classroom.  Doing this will ensure that students are actively focusing on this class, interacting with the teacher in a meaningful way, and become proficient in the language through authentic contexts.

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Teach with Regard to Multiple Intelligences

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Teach with Regard to Multiple Intelligences

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For all students to succeed, it is crucial to consider the multiple types of intelligence (interpersonal, visual, bodily-kinesthetic, etc.).  Actively incorporating a mix of visuals, audio, group work, logic problems, physical objects and more not only engages all learners with respect to their talents and helps them to understand language in an authentic cultural context, but only helps those individuals who may learn best through the use of multiple intelligences.

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One of the most valuable lessons I have learned this semester is an appreciation for how difficult is truly is to craft a unit that properly scaffolds lessons to maximize student learning and proficiency. It is also important for students to feel like they're making progress. Teachers must be able to assess student learning and how well they're grasping concepts and be comfortable with the fact that they might have to change their whole plan to adapt to students needs.

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The planing of instruction should aim to reduce students' Zone of Proximal Development, including the content and tasks.Teachers should assign tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and then provide an environment that enables students to do harder tasks than would otherwise be possible.

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Context is of great significance in WL instruction. When introducing new knowledge to students, teachers should try to associate the new content with certain authentic context. In this way, students are more likely to be fully engaged in class and have a better learning outcome.

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It is extremely important and extremely difficult to make a clearly scaffold-ed unit, but with that students will really feel like they are not just wasting time memorizing an ocean of scattered terms. They will feel like they are progressing somewhere with the language versus them feeling like they will never have a grasp of the language, no matter how many semesters they take.

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One of the best methods I learned for helping a group of diverse learners is to purposefully construct groups/pairs of students as to put different students together, whether it be by background, strength in a subject, or another factor. Having students of varying ability and style work together ensures that they gain the most not just from the activity but from each other, as well.

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I think the best way to gain and keep students' interest is to use examples and exercises that are applicable to scenarios students might encounter in the real world. The teacher can provide context for any number of situations, an obvious example being ordering food at a restaurant, that are relatable for students. This way learning the language doesn't devolve into an abstract and out-of-touch idea.

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It’s important to consider that students have differing technological competencies based on the opportunities they have at home. When introducing new technology, it’s important for the teacher to start at the beginning and not assume that all students are at the same level of technological literacy.

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The way to most effectively teach a WL to all learners is to remain “in character” by speaking only in the target language. During our microlessons, I’ve found it challenging to continue speaking the foreign language without someone speaking it back to me, but by participating in others’ microlessons, I’ve seen how effective and important it is to speak 90% in the target language.

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When thinking about the diverse needs of our learners and all they bring to our learning community, what are some essential considerations for planning instruction to help all students succeed? Provide one idea you have gained this semester.

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When considering the diverse learnings, I think teacher discourse and engagement is crucial in allowing students to feel comfortable and engaged. Teachers know what students need more assistance and can alter their methods to help the individuals. For example, if a student has hearing difficulties, the teacher can make sure he/she speaks louder or maybe has that student sit in the front of the class.

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What "lessons" have you learned this semester about how to make WL instruction most effective for K-12 learners? Provide one important thought.

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I think intentional and thorough lesson planning and teacher discourse is crucial for making WL instruction effective. Teachers should have extra plans in case they move faster than they anticipated, and should be flexible if it takes longer than they thought.