Check out the link below, some astonishing claims about teaching and learning in the USA...
Achievement Gap in USA Education
Wednesday, July 9, 2014
The Hardest Part of Teaching - What a great article!
Check out the link below from Peter Greene, it really says so much that teachers would love to say but don't, most of the time...
The Hardest Part of Teaching
The Hardest Part of Teaching
Sunday, July 6, 2014
The Three Ls of Teaching ELLs
I am working on my own educational model or theory. I call it The Three Ls of Teaching ELLs. ELLs being English Language Learners. It is a work-in-progress, but here is what I have so far to hash out here on public my forum!
1. Listening - English language learners (ELLs) can't learn without hearing some content first. Our voices are what they hear first, so we need to allow time for the students to get used to our sound, how we pronounce words, and so on.
2. Learning - This encompasses two interrelated components: a) Students learn vocabulary we teach them, while b) we learn about their personalities and interests. Learning is a two way exchange.
3. Linguistic exchange, assimilation, and crystallization (fossilization). For this to occur, some repetition is good, and to make lessons interesting and engaging is the essential key here because students will remember things that interest them.
Note: In item 2, we must include our tools and ideas such as my own research using Krashen, Gardner, and Jenkins (plus a myriad of other theorists and practitioners). This model can be modified for any teacher's individual ideas and/or needs for their particular classroom situation. This merely functions as a guideline for consideration of teachers who want to begin to think critically of their own teaching methodologies...what works, what doesn't work? What's hot and what's not?
1. Listening - English language learners (ELLs) can't learn without hearing some content first. Our voices are what they hear first, so we need to allow time for the students to get used to our sound, how we pronounce words, and so on.
2. Learning - This encompasses two interrelated components: a) Students learn vocabulary we teach them, while b) we learn about their personalities and interests. Learning is a two way exchange.
3. Linguistic exchange, assimilation, and crystallization (fossilization). For this to occur, some repetition is good, and to make lessons interesting and engaging is the essential key here because students will remember things that interest them.
Note: In item 2, we must include our tools and ideas such as my own research using Krashen, Gardner, and Jenkins (plus a myriad of other theorists and practitioners). This model can be modified for any teacher's individual ideas and/or needs for their particular classroom situation. This merely functions as a guideline for consideration of teachers who want to begin to think critically of their own teaching methodologies...what works, what doesn't work? What's hot and what's not?
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