418+Agenda+-+4.14.15


 * Target:**
 * **I can describe specific ways to support English Language Learners in my classroom.**

1:15 - 1:25 - Welcome & Announcements
 * Notetaker:
 * Curriculum Library - if you haven't uploaded your writing tasks, do so asap!
 * Thursday:
 * //[|Rain in a Dry Land]// documentary; [|trailer]
 * Hailey will check out the DVD from the library - Class start time at 1:00. Who will be responsible for opening the room? If you aren't in class on Thursday, you will need to check out the DVD on your own and watch it **before** class on Tuesday. (It's in course reserves at the circulation desk.)
 * Fill out the notes sheet while you are watching and bring it to class on Tuesday. [[file:RaininaDryLand.docx]]
 * Cathy Dieter will be coming at 2:30 to bring you thank you gifts for your CT's at NC.

1:25 - 2:30 - CHEMS - Five guiding principles for working with ELLs
 * []
 * []
 * [[file:foundational principles_ells.pptx]] [[file:foundational principles review.docx]]

Class Notes ELL Crash Course For Smarties (I don't want to offend by putting Dummies) Anny's specific field of interest and her specialty Goal: Get us hooked on the idea of teaching ELLs Plug: Get an ELL certification because this is a preference in the field
 * 70-80% can be multilingual in our future classes
 * Summer courses are available, workload is something like a summer’s worth of credits
 * You can still get a job so __do not __ freak out if you cannot do this!

Discussion of Refugees
 * Classification
 * A very fine line between refugees and immigrants, broken further down into documented and undocumented
 * What it means to be a refugee
 * Can be placed anywhere based on the whim of the country’s government
 * Students can be thrown into a completely unknown environment with no tools to succeed
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Families are here for the future of their kids and their education which was not guaranteed in their country of origin
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Do not question status of kids in regards to their status as individuals, it is simply our duty to give them a fair shot at improving their education.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Trailer for Rain in a Dry Land
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Teacher dude was giving a lesson of things in America, culture, laws, and the language of English
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Pay attention to cultural expectations or assumptions that are not needed to be said
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">These things are often the most important aspects of culture
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Remember, teachers and students both come with assumptions

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Example <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. I have a child (sometime in the near future I guess according to Anny's reading of my future. I guess I'm okay since it was a free reading after all) and we are in a grocery store when said child throws a tantrum because he wants a bag of candy (Spoiled Brat). Would I beat said child? NOOOOOOOOOOOOOOO In different cultures, this would be allowed based on tradition and views of society. (Or if you grew up in a Catholic School run by nuns back in the day but that is a story for another time). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Indonesian students are taking a multiple choice test made by an American professor. Most people leave answers blank rather than guessing and the professor encourages the students to guess rather than not answer. Kids chose not to answer because guessing will give you points for something that you truly did not know, something that is looked down upon in this culture (And suddenly I feel bad about guessing on those SATs).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rain in a Dry Land Trailer Viewing Response
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Examining a Western Viewpoint when encountering someone of a different culture
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">If we don’t know, we assume

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Here is your rallying cry as a teacher) ELL students have a lot to learn __but__ they also have a lot to give. Give them the opportunity to share! They need people to be there to help them recognize how to be bi-cultural. Teachers need to be open and sensitive. Observe how non-ELL react to ELL students to target culture clashes and allow for an open discussion so that all may benefit. Develop a collection of cultural informers that can aid in interpreting potential problems or opportunities for education.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Immersion <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Think about being a student in a class that you were a teacher in. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hold on to your feelings that you experienced in the video because they are strong and your morals help guide you <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Above all, find that kid a Spanish Test!!!!!!!!!!

>>>> Clancy, Mary E., and Barbara L. Hruska. "Developing language objectives for English language learners in physical education lessons." Journal of Physical Education, Recreation & Dance 76.4 (2005): 30-35. >>>> Bell, Nancy D., and David Lorenzi. "Facilitating second language acquisition in elementary and secondary physical education classes." Journal of Physical Education, Recreation & Dance 75.6 (2004): 46-51.
 * Housekeeping:**
 * Draft of AL EdTPA tasks - due 4/16, upload to Blackboard
 * Readings for Tuesday (4/21) - Write a one-page, single-spaced summary of the articles in which you address the following topics: a) key concepts, b) instructional strategies, c) personal response to the articles. Upload the summary to Blackboard before class on Tuesday.
 * **P.E. -**
 * Rohwer, John, and Bob Wandberg. "Improving health education for ELL students in the mainstream classroom." Journal of Health Education 36.3 (2005): 155-160.
 * **Math -**
 * http://ell.stanford.edu/sites/default/files/math_learnmore_files/2.Principles%20for%20Math%20Instruction%208-14-13.pdf
 * http://ell.stanford.edu/sites/default/files/math_learnmore_files/3.Guidelines%20for%20Math%20Instructional%20Materials%20Development%208-14-13%20copy.pdf
 * http://steinhardt.nyu.edu/scmsAdmin/uploads/004/738/NYU_PTE_Math_Module_For_ELLS_Oct_8_2009.pdf
 * **Social Studies -**
 * http://steinhardt.nyu.edu/scmsAdmin/uploads/004/740/NYU_PTE_SocialStudies_for_ELLS_Oct2009.pdf
 * http://teachinghistory.org/teaching-materials/ask-a-master-teacher/25522
 * http://www.cal.org/create/publications/briefs/effective-social-studies-instruction.html
 * **Spanish**
 * http://www.ugr.es/~portalin/articulos/PL_numero16/AIXA%20SAID-MOHAND.pdf
 * http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
 * http://blogs.transparent.com/language-news/2014/12/22/10-daily-struggles-of-learning-a-third-language-and-beyond/
 * **Music**
 * http://publicschoolteachersodyssey.blogspot.com/2012/03/music-and-english-language-learners.html
 * http://musiced.nafme.org/interest-areas/general-music-education/english-language-learners-in-music-class/
 * http://drum.lib.umd.edu/bitstream/1903/2088/1/umi-umd-2056.pdf (read the abstract on the first two pages of the document and pages 293-318 - the actual page numbers, not the PDF numbers)
 * 4/23 - Field Trip to ELC
 * 4/24 - EdTPA AL tasks due