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Post by taylorsauban on Mar 30, 2016 7:20:23 GMT -5
I thought this chapter made a lot of great points about having to activate student's prior knowledge specifically based on students with culturally different backgrounds. As we know, not all of our students are going to be from similar backgrounds, countries, SES, etc. We have talked a lot about this in TSL as well when creating modifications to lesson plans so the ELL student can participate fully. Consider that you have an extremely culturally diverse classroom: How do you plan on first assessing the students' prior knowledge on the subject, and how will you work with their varying levels of prior knowledge throughout your lessons while catering to all students?
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Post by loganc on Mar 30, 2016 9:04:00 GMT -5
I think about this topic all of the time because one of my biggest concerns in my classroom is being able to relate and accommodate to all of my students' backgrounds. I want to make sure that all of my students feel welcome and accepted, no matter their background, countries, SES, etc. so making my initial assessment flexible of appealing to my students' varying levels of prior knowledge is a big deal to me! I think to assess my students' prior knowledge in English/Language Arts (my subject area) I would have them complete a writing assignment where they will have multiple prompt options. The prompts will be about all kinds of different topics and it will be up to the student to choose a prompt. This essay itself will help me to gauge the students' writing abilities and the prompt that they choose will help me to understand their area of interest.
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Post by katelyn on Mar 30, 2016 14:23:11 GMT -5
This is not something I've given a lot of thought to, but aren't progress reports a thing for all students? (I'm not actually sure, my school did them I think) I suppose I would test the student's reading and writing skills at the beginning of the school year and throughout it. I think I would also have students self-assess their reading and writing skills, and tell me what they need help in and what they're confused about. I suppose I'll have a better answer after my first year of teaching though!
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Post by hayley on Mar 30, 2016 15:40:10 GMT -5
As an ELL students, I have to say what the article said is really what I am going through. Take our courses as an example, even though I think I know the words, or, I could find out the word in the dictionary, sometime I cannot exactly know what is the conception. I always take a long time to read the article and suspect that if I really get the meaning. Besides, because of the barrier of language. It would be probably for me to lose chances to get improved. last week, it was my first time to went to the county school to do my field work. When I met with the person of that school, she did not even talk with me for two words and then she said:you are limited in language, you can not stay here. To tell the truth, I felt upset about what she said to me, because she did not even give me a chance. I know that, compared with humanities, the requirement of language to Mathematic teaching is not such high. So asked her if I could have a try on Mathematics, she said yes. Finally, I succeed.
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mju13
New Member
Posts: 13 
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Post by mju13 on Apr 5, 2016 10:26:07 GMT -5
From what I've learned in my science education courses is that the best way to figure out what students do or do not know is through pre-assessments. Pre-assessments can be formative assessments before a lesson, an activity in the engagement, or just good questioning throughout the lesson. Ultimately, student responses, either from assessment analysis or from their in class responses, shape our lesson and what we do or don't focus on and sometimes this may even occur on the spot. In order to accommodate all students in the best way possible, it's important to take everything into consideration and do enough planning that is centered around student equity. This isn't something we have to do once, but repeatedly throughout every unit.
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Post by sarahaubreyr on Apr 17, 2016 13:10:19 GMT -5
I completely agree with Logan. This thought is one that definitely fills me with a little bit of anxiety, especially when it comes to my first few years of teaching. It is also really hard for me to plan or create things to help students when it comes to a fake scenario. It is really easy to come up with different solutions to different scenarios but I think it is completely different when it is an actual real life scenario that you are being put into. If that makes any sense. My biggest thing I would do in my classroom is try to adapt to the students I have as best as I can and work with them as much as I need. I think that goes for all students, not just students who are ELL, low SES, etc. I know we especially need to work with them, but we also cannot neglect other students as well because we are focusing on that one group. It is definitely important to help all students and help all of them progress as much as they can.
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