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Rethinking Equity of Teaching English Language Learners (RETELL) Session 3: Cultural and Social Aspects of Teaching in the Sheltered English Immersion (SEI) Classroom and School. Face-to-Face Session. Session Introduction. SEI Teacher Endorsement Course Map. Agenda.

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Rethinking Equity of Teaching English Language Learners (RETELL)Session 3: Cultural and Social Aspects of Teaching in the Sheltered English Immersion (SEI) Classroom and School

Face-to-Face Session

slide3

SEI Teacher Endorsement Course Map

Massachusetts Department of Elementary and Secondary Education

agenda
Agenda
  • Session Introduction (5 min)
  • Introduction to Culture (30 min)
  • Misconceptions about Culture (45 min)
  • Break (10 min)
  • Misconceptions about Culture – cont’d. (25 min)
  • Understanding Culture (60 min)
  • Assignments & Preparing for Upcoming Session (5 min)

Massachusetts Department of Elementary and Secondary Education

objectives
Objectives
  • Compare and contrast the cultural viewpoints of families, how ELLs cope with the often-contrasting cultures of home and school, and how this may impact teaching and learning
  • Explain how ELL home, family, community, linguistic, and cultural practices may support academic literacy practices in the U.S.
  • Explain the importance of outreach to ELL families, and understand strategies for communication that are linguistically and culturally relevant
  • Describe how to deliver appropriate support services and instruction to particular ELL populations (e.g., immigrants and refugees)
  • Describe and apply knowledge of social and cultural student variablesto vignettes of ELLs at the grade level to discuss impact on language acquisition and learning
  • Apply awareness of cultural assumptions to analyze implications in teaching
  • Apply knowledge of attitudes, practices, and strategies for creating a culturally inclusive and welcoming classroomenvironment.

Massachusetts Department of Elementary and Secondary Education

slide7

What Does This Picture Tell Us?

  • What can you tell about the student?
  • What elements of his culture and community are represented? How do we know?
  • Where might this student have come from? What about the picture tells us this?

7

2008 ~ Drawn by a newcomer when asked to draw a picture of his home.

Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

activity quick write 1 minute

Activity: Quick Write (1 minute)

What is your definition of culture?

What comes to mind when you hear the word “culture”?

Write your own definition in your manual.

Massachusetts Department of Elementary and Secondary Education

slide9

Familiarity with Aspects of Culture

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Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

a visual representation of culture
A Visual Representation of Culture

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Source: Cross-culture. http://www.cross-culture.de/intercultural_coaching.htm

Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

revisiting familiarity with aspects of culture
Revisiting: Familiarity with Aspects of Culture

11

Analyze your results from the slide “Familiarity with Aspects of Culture.”

What areas were you most/least knowledgeable about?

In relation to the cultural iceberg, where did most of elements fall?

Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

definition of culture
Definition of Culture

Noel’s Developing Multicultural Educators defines culture as:

  • …a way of seeing, perceiving and believing. Although earlier definitions focused more on artifacts and customs, items and activities that can be physically observed, current conceptions of culture look at the under-lying beliefs and perceptions that give rise to those manifestations of culture. This way of looking at culture moves the focus away from the surface, outward aspects of culture and points our attention to the deep structure of culture, to people’s beliefs and understandings of the world.”

Source: Noel, J. (2008). Developing Multicultural Educators. Long Grove, Illinois: Waveland Press, Inc. 2ndedition.

Massachusetts Department of Elementary and Secondary Education

small group activity exploring people s viewpoints
Small Group Activity: Exploring People’s Viewpoints

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  • List 5 misconceptions (myths, stereotypes) people have about teachers.

ex: Teachers are all done with work at 3:00 pm.

  • Compare misconceptions with another small group.
  • Organize the misconceptions into categories.
  • Discuss why these misconceptions exist.

Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

jigsaw reading misconceptions about teaching ells
Jigsaw Reading: Misconceptions about Teaching ELLs

You will be assigned a group and given instructions for this jigsaw reading activity based on required reading for this session:

Harper, C., de Jong, E. (2004) Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy; Oct 2004; 48, 2; Children\'s Module pg. 152 – 160.

  • You will also describe why teaching ELLs is “More than just Good Teaching.”

Massachusetts Department of Elementary and Secondary Education

break 10 minutes
Break (10 minutes)

Massachusetts Department of Elementary and Secondary Education

jigsaw reading misconceptions about teaching ells continued
Jigsaw Reading:Misconceptions about Teaching ELLs (Continued)

Jigsaw reading activity based on a required reading for this session:

Harper, C., de Jong, E. (2004) Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy; Oct 2004; 48, 2; Children\'s Module pg. 152 – 160

Massachusetts Department of Elementary and Secondary Education

role play understanding cultural viewpoints
Role Play: Understanding Cultural Viewpoints

19

Massachusetts Department of Elementary and Secondary Education

Complete Cultural Viewpoints Worksheets #6 (part 1) and #7 (part 2) independently.

Find a peer and then select which worksheet you will represent. Then, compare and contrast your responses with the response of your peer. (different grouping).

What similarities/differences did you notice? What did you find most interesting about your responses?

How has your definition of culture been confirmed, further developed, or clarified?

role play understanding cultural viewpoints1
Role Play: Understanding Cultural Viewpoints

Massachusetts Department of Elementary and Secondary Education

different culture based expectations challenging cultural assumptions about parental involvement

Different Culture Based Expectations: Challenging Cultural Assumptions About Parental Involvement

“ I feel so bad for these kids whose parents do not come to parent teacher conferences. I’ve never seen any at any open house either. I don’t think they really try to help the kids with school. I wonder, maybe in their culture, education isn’t important”

Third-grade teacher

Source: Trumbull, E. and Pacheco, M.(2005).The Teacher’s Guide to Diversity: Building A Knowledge Base, Volume I, p. 126.

Massachusetts Department of Elementary and Secondary Education

small group discussion different culture based expectations

Small Group Discussion:Different Culture-Based Expectations

Think about the assigned reading Different Culture-Based Expectations:

What are some of the possible reasons why the parents may not have participated in their child’s schooling? What additional reasons do you know or can think about?

What question might the teacher ask herself or others to gain insight into parents’ beliefs regarding their participation in school?

In what way might the parents be participating in their child’s education without the teacher’s knowledge?

How did the assigned reading and this small group discussion provide you with new insights/understandings or how did they reaffirm what you knew?

Source: Trumbull, E. and Pacheco, M.(2005).The Teacher’s Guide to Diversity: Building A Knowledge Base, Volume I, p. 126 .

Massachusetts Department of Elementary and Secondary Education

exit ticket reflection
Exit Ticket: Reflection
  • Think about some of the strategies we modeled in today’s session:
    • Visual scaffolding
    • Small group and partners
    • Reporting back
    • Exit Ticket
  • Select and circle one. Why would you use it or why do you use it in your class with ELLs?
  • How has your definition of culture been renewed?
  • What new ideas do you have for creating a culturally inclusive, welcoming classroom environment and reaching out to families of ELLs?

Massachusetts Department of Elementary and Secondary Education

assignments due by session 4
Assignments due by Session 4

Journal Entry on Moodle:

  • Write a short summary of how ELLs cope with the often-contrasting cultures of home and school. Feel free to make connections with your experience with students from diverse backgrounds.

Massachusetts Department of Elementary and Secondary Education

preparing for session 4
Preparing for Session 4
  • What to expect in Session 4:
    • Second Language Acquisition Theories
    • Factors Affecting Second Language Acquisition
  • Come to class having read the following required readings:
    • Peregoy, S. and O. Boyle. 2008. Chapter 2 from Reading, writing and learning in ESL: A resource book for teaching K-12 English learners, 5th ed. Boston, MA: Pearson.
    • Trumbull, E., and M. Pacheco. 2005. The Teacher\'s Guide to Diversity: Building a Knowledge Base. Volume II: Language, 60-63, 65-68, 74. Providence, RI: Brown University. Retrieved from http://www.alliance.brown.edu/pubs/teach_guide_diversity/.

Massachusetts Department of Elementary and Secondary Education

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