418+Agenda+2.13.12

= = Who are English Language Learners? What are my legal, ethical, and professional responsibilities towards ELLs in my classroom?

4:30 - 4:40 - Welcome & good news; treat sign-up 4:40 - 5:30 - ESL simulation >> [] >> []
 * **Note Headings**
 * Feelings- VIDEO 1: completely lost, frustration, disinterested, overwhelmed, waiting for a translation..., what kind of discussion is this, what language is this, tried to figure out if it was casual or professional VIDEO 2: thought i understood it at first, but then thought the interpretation was wrong, getting all these clues but can't put them together, the fact that it was news was recognizable and familiar VIDEO 3: concept of the scene felt easier to understand because it was originally a Disney channel movie, interested
 * Obstacles- VIDEO 1: just a picture--no body language/facial cues, only once source of clues, not worth the effort of paying attention, speed of speech, not knowing what they are talking about VIDEO 2: uninterested, boring, trying to take notes while watching--slowed me down, visuals an obstacle because they went by too quickly to be able to make a connection VIDEO 3: contextual confusion--thought it would be in Spanish but it was Czechoslovakian
 * Facilitators- VIDEO 1: knowing it's an interview by the two different voices, making a connection to other things related to the situation that you are familiar with, what clothes he was wearing VIDEO 2: visuals--bringing in an expert, graph, more chances to try to figure out if you were going down the right road or not, captions helped (cognates) VIDEO 3: facial expressions exaggerated, could tell what was going on without even listening to the words, seemed more interesting, universal cues, caught what the girl's name was, understood that the guy was frustrated with the horrible playing of the band
 * Coping Mechanisms- VIDEO 1: zone out, closing eyes to visualize, picking out words that sound familiar (cognates) VIDEO 2: trying to process the images more than focusing on the words, not a lot of body language but still able to get a feel of their emotions VIDEO 3: paid more attention to tone and inflection
 * Implications for School- VIDEO 1: students expected to know what the teacher is talking about without mastery of the language, no understanding of content area, feeling alone/outcast or terrified, vulnerable VIDEO 2: visuals are better than nothing but you can't entirely rely on images to make your ELL students understand what you are talking about, trying to do multiple things at once and focus on the language at the same time might be too demanding, even though students may begin to learn or participate in what you are saying doesn't mean they are ready to take a test on it VIDEO 3: willing to invest a bit more if we are interested in the topic or familiar with the topic, difficult to pay attention to something for more than ten minutes (physically exhausted by the end of the day), can make the student look like they are lazy or that they don't want to be there when really they are just exhausted because they don't understand the language
 * **Experience**
 * []

5:30 - 6:00 - ESL student profiles
 * http://sites.google.com/site/robynreedctelleportfolio/case-study-of-an-enlish-language-learner
 * http://sites.google.com/site/sarahmotlctelleportfolio/paradigms-of-esl-education/case-study-of-an-english-language-learner
 * http://sites.google.com/site/eringrueterctelleportfolio/case-study-of-an-english-language-learner
 * http://tomkeene.blogspot.com/
 * Henry & Rosa
 * Dario
 * Freeman book
 * http://www.edweek.org/ew/qc/2009/17profiles.h28.html

Put profiles on edmodo.com - group code jre0g9
 * Heritage country, language, culture
 * family
 * immigration story
 * academics
 * literacy
 * personal
 * other relevant info

6:00 - 6:30 - Legal, ethical, and professional responsibilities

6:30 - 7:00 - Engaging Students
 * active
 * challenging
 * intellectual
 * connected

Module 4 will be posted tomorrow. Feb 27 - Class at ELC