2024-10-28T17:46:18+03:00[Europe/Moscow] en true Diversity:, Ethnicity:, Culture:, Developmental Stages of Language Acquisition:, Social language/Basic Interpersonal Communication Skills (BICS):, Academic language/Cognitive Academic Language Proficiency (CALP):, <p>Cummin's Iceberg Theory</p>, Macroculture:, Microculture:, Culturally responsive teaching:, Authentic assessment:, <p>Cooperative learning: </p>, Flexible Grouping, Auditory Learning:, Visual Learning:, Kinesthetic/Tactile Learning:, Gifted and talented (GT):, Students with disabilities:, English Language Learners (ELLs):, At-risk/lower achievers:, Least Restrictive Environment (LRE):, Self-efficacy/self-fulfillment:, Self-fulfilling prophecy:, English Language Proficiency Standards (ELPS):, Domains for ESL Instruction:, Proficiency Level Descriptors (PLDs): flashcards

Domain 1, Comp 2: PPR EC-12

The teacher understands student diversity and knows how to plan learning experiences and design assignments that are responsive to differences among students and that promote all students’ learning.

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  • Diversity:
    Differences in characteristics of people; can involve personality, race, age, ethnicity, gender, religion, education, functional level at work, etc. GT, ESL are included in these groups as well
  • Ethnicity:
    A classification of people based on combinations of shared characteristics such as nationality, geographic origin, language, religion, ancestral customs and tradition
  • Culture:
    Beliefs, customs, and traditions of a specific group of people
  • Developmental Stages of Language Acquisition:
    Students learning a second language move through five predictable stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency
  • Social language/Basic Interpersonal Communication Skills (BICS):
    Student can converse about everyday things, can ask for things he/she needs, & is easily mistaken as fully fluent. Student still needs vocabulary assistance. BICS refer to linguistic skills needed in everyday, social face-to-face interactions.
  • Academic language/Cognitive Academic Language Proficiency (CALP):
    The use of language in decontextualized academic situations. Examples include writing an essay, understanding a scientific paper or reading content area textbooks.

  • Cummin's Iceberg Theory

    Surface Level - Basic interpersonal communication skills, context embedded; Underwater - Cognitive Academic Language Proficiency; context reduced

  • Macroculture:
    Every nation has its own shared and overarching values, ideas, and symbols
  • Microculture:
    Smaller cultural groups which include ethnicity, gender, religion, language, socioeconomics, region, and exceptionalities. Everyone belongs to several of these.
  • Culturally responsive teaching:
    Teachers use students' prior knowledge in its cultural context when introducing new concepts in this method of teaching. Situate learning activities in real-world tasks.
  • Authentic assessment:

    An alternative form of assessment that reflects the actual learning and activities of students. In this the emphasis is on the product produced, as opposed to multiple choice or other type of objective assessments.

  • Cooperative learning:

    Each member has a role, and the teacher is the facilitator. Students discuss and talk. Mixed-ability or heterogeneous grouping requires balance amount the differences of the members

  • Flexible Grouping
    A teaching “best practice” that allows your students to team up according to their learning level.
  • Auditory Learning:
    verbal lectures and lessons
  • Visual Learning:
    diagrams, drawings, flashcards, videos, body language, facial expression
  • Kinesthetic/Tactile Learning:
    Learning through moving, doing and touching. Hands-on
  • Gifted and talented (GT):
    more individual practices that require critical thinking, higher-order thinking skills, or considering an alternative-perspective. These tudents learn new material much faster than their peers. They process information similar to the way adults do it by capitalizing on patterns of information.
  • Students with disabilities:
    should not be isolated from their peers, and should be encouraged to join group activities.
  • English Language Learners (ELLs):
    best practices include using visuals, illustrations, simplified context/text, and breaking down the reading into smaller parts.
  • At-risk/lower achievers:
    group work/projects need to be broken down into chunks to make them more manageable. Give them tasks that are moderately challenging to boost confidence and self-esteem when they feel successful. Use a wide variety of activities and use their personal interests
  • Least Restrictive Environment (LRE):
    part of the Individuals with Disabilities Education Act (IDEA). IDEA says that children who receive special education should learn in the least restrictive environment. This means they should spend as much time as possible with peers who do not receive special education.
  • Self-efficacy/self-fulfillment:
    A person’s confidence in their ability to overcome challenges. Usually developed by age 4.
  • Self-fulfilling prophecy:
    If the teacher has high expectations for their students, the students will be higher achieving.
  • English Language Proficiency Standards (ELPS):
    outline the instruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically. They are to be published along with the Texas Essential Knowledge and Skills (TEKS).
  • Domains for ESL Instruction:
    Listening, Speaking, Reading, and Writing
  • Proficiency Level Descriptors (PLDs):
    Beginning, Intermediate, Advanced, Advanced High