https://padlet.com/janel_self2016/wef4kqjf622s en-us 2017-02-17 20:06:18 UTC 2026-03-15 16:02:50 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Simplehouse.png janel_self2016 https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693276 In order for learning to be meaningful for ALL students, teachers need to approach learning in an organized way that used a variety of methods, or approaches to learning, to ensure that students are actively engaging with the learning and material. ]]> 2017-02-17 20:08:50 UTC https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693276 janel_self2016 https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693336 Science lessons, specifically when placed using the 5E design, are a great way to foster EL language development. To do this teachers need to first understand how each lesson or activity corresponds with different language functions (describing during engage activities vs. comparing during the explaining portion of a unit). Knowing what language is needed for each activities, teachers will be better prepared to provided scaffolding such as sentence frames that foster language development while also teaching content information. ]]> 2017-02-17 20:09:07 UTC https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693336 janel_self2016 https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693394 After students have explored a concept on their own as well as learned the academic content that corresponds with their explorations, teachers need to provide opportunity for students to extend this learning into their own lives. For EL students this would ensure that both the language and content that was learned during the unit has meaning to them. Each student may have a different background meaning that the application in different, and this may be more true for ELs. Teachers need to be prepared for these differences in order to ensure that the elaboration phase does not become another molded lesson or activity that is without meaning for students with different cultural backgrounds. ]]> 2017-02-17 20:09:21 UTC https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693394 janel_self2016 https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693598 -Teachers need to ensure that the vocabulary used and expected of students is taught through both exploration and direct instruction. Without this, the content will not be meaningful to all students (specifically EL students). 
-During science, it is important to allow students a chance to engage and explore the content BEFORE direct instruction. This will bring students from different background (some who may have little to no experience with this scientific activity) to a level place that allows for intellectual discussion and instruction. 
-Assessing student knowledge of content (including but not limited to science) must be done in a way that takes into consideration all students reading and writing ability. If a student is still reading at a second grade level but the assessment requires students to read and select the best answer, this student will score poorly on the assessment even if all of the content knowledge needed to show master of a standard has been acquired. Differentiated instruction must also included differentiated assessment. ]]> 2017-02-17 20:10:06 UTC https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693598 janel_self2016 https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693641 The "One Teach One Assist" strategy can be used to help EL students during Science lesson by having the teacher who is assisting monitor EL student's notes, discussions, and involvement in a lesson. If the teacher notices that the student appears to be struggling or stuck on a concept they can immediately step in and provide support necessary for success. This support may be in the form encouragement, a sentence frame to word their thoughts, or a definition or synonym for an unknown word used during the lesson or activity. 
A second co-teaching strategy that would help EL students succeed during science instruction would be "Parallel Teaching." This strategy means that each teacher would teach a portion of the class the same content information but in a different way. GATE or high achieving students could be placed in one group where the content could be taught using complex language. The other group could be taught using more visuals and explanations to ensure that EL students as well as students who simple struggle to learn science content would be able to succeed. ]]> 2017-02-17 20:10:24 UTC https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693641 janel_self2016 https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693696 My favorite differentiated instruction to use when teaching any new content vocabulary that words for EL students as well as students with multiple intelligences is to have students illustrate the word BEFORE writing a definition (or often a synonym). This is a fun way to learn the meaning of a new word that will allow for creativity and mastery of meaning without relying on only verbal or written English.
Another activity that help teach all students science content (or other content when using the same idea but different videos) is "Bill Nye the Science Guy." The videos although silly, help visual and auditory learners to engage and elaborate on content being taught. By having the content explained in a video, students are able to see examples of experiments that are not possible to do in a classroom and have pictures or what these unknown words or phrases look like. ]]> 2017-02-17 20:10:43 UTC https://padlet.com/janel_self2016/wef4kqjf622s/wish/154693696