Page Comparison

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Before class

• Complete reading
• If you can, turn in your HTCE paper

During class (no ppt this week – it all runs through the wiki)

• Microteaching
  • Coley P.
  • Sofie C.
• Housekeeping
  • Curriculum map
  • Unit overview – don't forget ELPS!
  • Sirena's questions / comments in Praxis forum
  • Thanks to Ben Carson, one slice of the social studies curriculum is suddenly super-topical!!!
• Conceptual work – adaptation & accommodation of diverse learners: A lifetime of learning to be done here, but we will focus on building you a "survival kit" of strategies 
  • Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
    
    • Experience it
      
      • Go to https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Understanding_Sheltered_Instruction.pdf
      • One partner watch video #1 while the other one watches video #2. 
      • After you watch: Write down what you think the teacher's lesson was about, then compare. The viewer of video #2 should have a MUCH clearer idea of what happened – why?
      • Watch video #3. Again, this should be easier for you. Why? 
    • Think through the implications for your instruction – what did these experiences teach you?
    • Background info
      
      • Note how this used to be something that only ESL teachers did: http://www.ericdigests.org/pre-9210/english.htm
      • ...but now it's part of inclusive practices in mainstream classrooms, too: http://ritell.org/Resources/Documents/General%20Education%20Resources/Sheltered_Instruction_for_Mainstream%5B1%5D.pdf
    • Now you think it through in terms of your own instruction – re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
    • (And if you liked what you saw in the videos from Vanderbilt, see their whole module on working with English Language Learners: http://iris.peabody.vanderbilt.edu/module/ell/
  • Modifying materials
    
    • Modifying documents: Read http://teachinghistory.org/teaching-materials/teaching-guides/23560 – be sure to follow the links to the sample documents 
    • Modifying assessments: Go to http://www.lakewoodcityschools.org/userfiles/2191/Classes/8975/Hurleys-ESL-Modifications.pdf and read the "Assessment Modifications" on pp. 2-3.
    • Finally, go to http://www.pdesas.org/module/Assessment/questions/search/ and retrieve some PDE-recommended assessment items. (I recommend "History", "5th grade"– to see less textually-driven questions, also add "constructed response".) Try your hand at adapting these items (both text-only and visually-driven) for ELLs.
  • Differentiation of student assignments – many possibilities here, but we're going with RAFT (Role-Audience-Format-Topic)
    
    • Go to http://delicious.com/tchammond/RAFT and review the links – start at the bottom and work your way up. View things with a critical eye. 
    • Discuss: What merit does this approach have? In ways can a RAFT be inclusive?
    • Prepare one or more ideas to present to the class.
  • Graphic organizers – in general, you want to be multi-sensory; within that advice, I recommend being as visual & spatial as possible – graphic organizers let you do both!
    
    • Lots of pages provide information about graphic organizers; here is the most comprehensive site I've found: http://www.sblair.com/teachers/graphic_organizers.htm
    • (Feel free to include material from other classes, if you can)
    • Re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
• Closure

After class

• Reading
  • See CourseSite readings for additional insight and strategies for working with diverse learners. Also check out materials you didn't get a chance to examine during class (e.g., RAFTs, graphic organizers, etc.)
• Assignments
  • Wrap up final assignments: HTCE, field paper, final unit

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