Academic Content Area development

1. Chapter 4: Academic Content Area development Atsuko, Jasmine and Blaise

2. How do metacognitive, cognitive, and social affective strategies help students achieve academically? Question 1

3. Q1. How do metacognitive, cognitive, and social affective strategies help students achieve academically? • Metacognitivestrategies help students be more conscious of their learning • Cognitive strategies allow students to learn through interaction or manipulation (mentally or physically) of the material. • Social affective strategies teach students how to accomplish task or solve problems through teamwork. • Helps students learn successfully. • Students with working knowledge of each strategy can call upon them as needed.

4. How does collaborative/ cooperative learning enrich Ells' learning experiences? Question 2

5. Q2. How does collaborative/ cooperative learning enrich Ells' learning experiences? • Interactive exchange of information and ideas provides a rich language learning opportunity for English learners. • Learners become more active, self-directed, and communicative. • Academic achievement and discipline often improves student’s experience, success, and take an active interest in what they are doing. • ELLs often come from home cultures that value cooperation, sharing, and group achievement.

6. Four major Principles of cooperative learning: (page 102) • Cooperative tasks are structure so that no one individual can complete the learning task alone. • Positive interdependence is fostered and developed. Students are evaluated individually and as a group. • Students work in different teams. Teams can be of three types: interests groups, random reflection, or heterogeneous teams. The team configuration depends on the complexity, duration, and purpose of the task. Students are given opportunities to participate in variety of groups. • Students learn both social and language skills necessary for cooperation, while simultaneously learning content/ concepts.

7. how do educators utilize multiple intelligences to enhance meaningful instructions to ells? Question 3

8. Q3. how do educators utilize multiple intelligences to enhance meaningful instructions to ells? “If [teachers] can identify, appreciate, and provide learning opportunities that appeal to a variety of styles, or intelligences, [teachers] will go far to nurture intelligences and help students learn in way that are most meaningful to them.” (page 111).

9. Page 113

10. 4. Give two scaffolding techniques you find most beneficial and explain why. The texts defines scaffolding as, “temporary structures, strategies, or aids that teachers use to enable students to build their own understanding” (page 94).

11. Examples of Scaffolding in text • Modeling: Defines expectations through demonstration. • Bridging: Links prior knowledge and experiences to new information. • Demonstrates relevance to student • Contextualization: Uses visuals, manipulates, video clips, graphic organizers, and other articles of experience or “real stuff”. • Schema Building: Shows students that there exists connections between and across concepts and the curriculum. • Metacognitive Development: Involves special teaching and learning techniques that coaches students to become autonomous learners (ex. CALLA, and KWLH). • Text Re-presentation: Takes previously read text and manipulate it for new purposes (ex. Narrative writing, summarizing, caption main ideas, etc.).

12. Page 110 In class activity Example from text

13. References Walter, T. (2004). The how-to handbook: teaching English language learners (1st ed.). Pearson Education.