# data[].attributes.body
In all classrooms, teachers deal with at least three curricular elements: (1) content—input, what students learn; (2) process—how students go about making sense of ideas and information; and (3) product—output, how students demonstrate what they have learned.

# data[].attributes.body
By differentiating these three elements, teachers offer different approaches to

what students learn,

how they learn it, and

how they demonstrate what they’ve learned.

# data[].attributes.body
Serena needs an extension to our lesson. We propose that she attempt to figure out the perimeter of objects. We can give her similar objects and have her estimate which one would have a bigger perimeter. This is a third-grade concept, but since she's ahead, it would be a good challenge for her.

# data[].attributes.attachment_link.description
Learn what perimeter is in math, read an easy-to-understand area definition and have a go at some practice questions!

# data[].attributes.body
To support trevor, it would be helpful to create partner groups where Trevor can work and learn from his peers to help in places where he struggles. To expand on that, Serena tends to fly through the problems, but if paired with Trevor it could help her slow down as she has to read it aloud for him and help. This would also give her something more to do than just solving the problem but acting as teacher (in a way) to Trevor.

# data[].attributes.attachment_link.description
Through her research on PALS, Mrs. Nash learns that students are systematically paired so that each dyad consists of one higher-performing reader and one lower-performing one. The teacher ranks his or her students based on their reading achievement level, divides the list in half, and pairs the top high-performing student with the top low-performing student.[.....]

# data[].attributes.body
Provide her with the tasks of identifying the number of sides of each shape and counting them in sequential order. Asking her to explain what shapes are familiar to her experiences to integrate the lesson outside the classroom.

# data[].attributes.body
Having visuals where he can connect the shapes he is learning with the real world. Him connecting these makes his learning meaningful and builds on the knowledge he already knows.

# data[].attributes.attachment_link.title
Shapes Activities with Real World Objects

# data[].attributes.attachment_link.description
These 2D and 3D shape activities help kids learn to identify shapes using real world objects. They’re a fun addition to math centers or fine motor tubs in

# data[].attributes.body
We propose that Trevor record his information in a way that demonstrates he understands the work, without requiring him to use the provided chart. He can record his thoughts in writing, and his partner can share them for him if he is uncomfortable speaking aloud.

# data[].attributes.attachment_link.title
Part 2: How to Use Mini Whiteboards – The Classical Classroom

# data[].attributes.body
Visual aid- give her some flash cards with the shape and the name in English so that she can familiarize herself with the words and associate them with the shapes.

# data[].attributes.attachment_link.readable_text
English as a Second Language (ESL) teachers work with English Language Learners (ELLs), for whom English is not their primary language. Students who use a language other than English at home and learn English as their second or foreign language are considered ELLs both in the ESL classroom and in regular content area classrooms in the United States.

As students who are still developing English vocabulary and usage skills, ELLs often need extra support in comprehending unfamiliar concepts regardless of the classroom setting. One way to offer that support is through the use of visual aids. These visual tools help ELLs grasp new ideas, access previous knowledge and gain confidence in using the new language (English).

Many ELLs have a more robust understanding of the subject matter than their existing English language proficiency might reflect. The use of visual aids and multimedia can build ELLs' self-confidence by helping them absorb the content and become interactive in the classroom.

According to a study published in English Language Teaching, the use of visual aids decreases ELLs' fears of giving wrong answers to questions and encourages them to engage more during lessons. When ELLs feel more confident in the classroom, they are more likely to participate in the tasks and absorb the new content effectively.

A visual aid is anything that students can look at to help them comprehend and remember content. Anchor charts, physical gestures, document cameras, digital or printed images, and illustrated vocabulary cards are excellent visual aids that ELLs can use for reference while learning English.

Other visual aids might be text-based. For example, closed captioning is an excellent method of enhancing student learning. According to Educause reports on a 2017 study, utilizing closed captioning when showing video content improved student learning not only for ELLs but also for students with and without learning disabilities.

Voice typing and translation tools are also examples of text-based visual aids that help teach ELLs. Many voice-to-text applications exist to help students who might be confident in their vocabulary but still struggle with spelling and writing in English. When ELLs participate in regular content area courses, translation tools might also be beneficial for quickly grasping unfamiliar concepts.

While teacher-created visual aids can help students express themselves, The Kennedy Center suggests allowing students to create their own visual aids. Incorporating artistic expression into ESL lessons can help ELLs develop deeper understandings of vocabulary across subjects. Activities such as drawing, performing and "picto-spelling" can not only aid in student comprehension but also give students a more accessible outlet for demonstrating their understanding.

ELLs can benefit from a host of self-created visual aids to recall and transfer knowledge. Graphic organizers, sentence frames and self-illustrated vocabulary cards are helpful tools students can develop themselves. Each of these allows students to tap into existing knowledge banks to solidify old lessons and comprehend new information.

The Teaching Channel suggests utilizing color-coding in both teacher and student-generated materials to help with quick recall. For example, teachers can utilize color-coding to identify similar types of items or ideas in anchor charts. Students can then use these same color codes when creating sentence frames and graphic organizers. Consistent color-coding allows students to identify commonalities and build confidence as they quickly identify unfamiliar words and concepts.

Modern ESL educators have a host of new and exciting digital tools to aid in visual techniques. Edutopia has compiled a helpful list of online resources for ESL education. They list everything from ESL video apps to learning software and digital databases. ESL teachers might find it beneficial to identify new additions for their proverbial teaching toolbelts.

Visual aids are an essential part of any ESL teacher's toolkit. Through teacher-generated and student-created visuals, ELLs can improve their English language proficiency in four domains: reading, writing, speaking, and listening. Both high-tech and low-tech aids can accelerate students' language learning and academic performance.

Learn more about Southeastern Oklahoma State University's online Master of Education in Curriculum & Instruction - English as a Second Language (ESL) program.

# data[].attributes.attachment_link.title
Why Visual Tools Are Important for Helping ELL Students Learn English

# data[].attributes.attachment_link.description
Visual tools help ELLs grasp new ideas, access previous knowledge and gain confidence in using the new language (English).

# data[].attributes.body
Trevor: In a whole group setting, the word problem could be read aloud to accommodate for Trevors reading deficits. If the goal is for Trevor to be able to read it independently, he could read it to the teacher one on one and the teacher could support him with words that he struggles with. We could also work on developing Trevor's math word problem comprehension skills by teaching him strategies to identify the important information and key math words.

# data[].attributes.attachment_link.title
Exploring the Power of the CUBES Math Strategy for Word Problems

# data[].attributes.attachment_link.description
Math problem-solving is one of the most challenging things we teach. The CUBES strategy is all about helping students tackle those tricky word problems with ease. Whether you’re dealing with

# data[].attributes.body
Lin struggles to explain her thought process in English sentences, therefore, sentence stems will be of immense benefit to her. Sentence stems ensure that Lin is supported in her local thinking and organization of ideas. Additionally, providing a starting point for her so that she is able to boost her confidence when explaining her thinking in math. Finally, sentence stems naturally lead to students including justification/proof in their response which is essential to encouraging evidence-based reasoning.

# data[].attributes.body
For Serena, she could become a "coach" to the other students who are struggling with getting their work done. For example, she could help Trevor with reading the multi-step problems. This could help him with comprehending the problem and with fluency. Alternatively, she could have more of a challenge with having the problems that have discounts. Meaning that she will be working through multi-step problems that make her incorporate the discount, and she would have to figure out the tax afterwords. (article 1; article 2)

# data[].attributes.attachment_link.title
Developing critical thinking skills with multi-step word problems -

# data[].attributes.attachment_link.description
Multi-step word problems are critical to help third graders develop critical thinking skills. Students should be given daily problem solving challenges.

# data[].attributes.body
He can be asked to explain his process after a model demonstrates. Modeling is important because it provides a solid example of how to think through the problem and use academic language.

# data[].attributes.attachment_link.title
Understanding the Role of Modeling in Education

# data[].attributes.attachment_link.description
Education is a dynamic process that is constantly evolving. As new research and technology emerge, so do teaching strategies and instructional design. One

# data[].attributes.body
We propose that Lin is supplied with sentence stems and graphics that help with centimeter and inch differences. We believe that if she can see the visual next to the image, it will connect more quickly.

# data[].attributes.attachment_link.title
Measurement Activities | Inches and Centimeters | Lesson Plans, Worksheet & More

# data[].attributes.attachment_link.description
This page failed to load. Our development team has been informed of the issue.

# data[].attributes.body
We believe Theo would be more invested if we gave him a choice. We can prompt him to think of 5 objects he wants to measure and have him create his own chart with those objects!

# data[].attributes.attachment_link.readable_text
The short answer: Offering students choice is good. But you know what they say about too much of a good thing...

The not-too-much-longer answer: There's a reason why the idea of offering students choices in their educational activities has become popular. Decades of psychological research concludes that providing students with choices leads to increases in autonomy and, in turn, motivation and learning. Students, like adults, tend to be more motivated to complete a task - and perform better on it - when they choose to engage in the task themselves, rather than having the task chosen for them. When students choose their topic or select how to present their work, they are more likely to take ownership over their work and/or feel confident demonstrating their knowledge. (Side perk: Giving students choice on assignments can also make grading more interesting for the teacher!)

So, yes, providing students with choice in assignments can lead to greater engagement. But when it comes to giving choices, like with ice cream and movie sequels, more is not always better. And, in fact, too much choice can actually lead to decreased motivation and satisfaction. While choice is a key feature of cultivating student autonomy, it also can lead to choice overload. Faced with too many choices, students can become overwhelmed, and they instead prioritize ending the choice-making process, rather than making the choice they think is best. This results in students selecting the first satisfactory option they find, rather than their optimal option, which can leave students feeling dissatisfied with their selection and less motivated to do well.

To maximize the benefits of providing students with a choice, teachers should offer students a limited number of choices. Research suggests three to five options may produce the most satisfaction and motivation. Teachers can also help structure the choice-making process to make it less overwhelming. For example, One World Education, a program where students choose to research and write about a social justice issue that is important to them, helps students navigate the choice-making process so their topic selection becomes deliberate and further enhances their engagement.

Here are a few other ideas for teachers who want to effectively offer students choice in assignments:

Assign students to complete five out of ten potential homework problems

Create a short list of project topics and let students select which one they want to pursue

Provide a handful of different options for students to present their work (e.g., essay, presentation, blog post, etc.)

Offer a few book options for students to select and create book groups

Provide some choice in the questions students answer on assessments (e.g., answer 15 out of 20 items, choose between different question types)

Present the choice-making process as part of the assignment - dedicate time for students to research potential topic options, and help students make connections between topics and their own values

References:

# data[].attributes.attachment_link.title
Does offering students a choice in assignments lead to greater engagement? - Digital Promise

# data[].attributes.attachment_link.description
Choice can lead to greater engagement. To maximize the benefits, teachers should offer students a limited number of options.

# data[].attributes.attachment_caption
From our weekly reading about Differentiation (EJR 5) - multiple levels of questions

# data[].attributes.body
As this student has demonstrated her understanding and seems to be bored, we plan to increase the level of instruction we could ask Serena to apply this knowledge of fractions to a real world situation by creating her own word problem using this understanding of fraction relationships.

# data[].attributes.body
Lin: To support Lin in explaining her math ideas in English, we could provide sentence frames. For example, if she is expected to write a sentence answer we could give her "I think that _____ is greater than ____ because ______" This way Lin is able to convey her understanding of fractions without being limited by her English proficiency.

# data[].attributes.body
Since Theo feels most motivated to complete work when it aligns with his interest, we think that giving the students 3 problem options with different topics that could interest them would be helpful for Trevor and all students. The choice will make all students more motivated because they get to pick what they do and also be able to do it for something they're interested in.

# data[].attributes.attachment_link.title
Prospective mathematics teachers’ situational interest for word problems

# data[].attributes.attachment_link.description
This study examined the influence of word problems and individual differences on student teachers’ situational interest. There is extensive research on word problems, but few studies have assessed…

# data[].attributes.body
From the start of the lesson, it would be helpful to implement application-based scenarios to capture his attention from the start of the lesson. This can look like providing a sports example right away, connecting to student interest and motivation.