WGU D096-Fundamentals of Diverse Learners - Unit 3 Questions and Answers

Preproduction Stage - ANSWER-- (0-6 months) - Lacks vocabulary and comprehension, sometimes silent, relies on nonverbal communication. - (nods, draws, points) - The use of pictures with students in the pre-production phase is critical to build comprehension of words and concepts. - Providing exposure to text through multikinesthetic means (in this case, audio and visual) will help the student to hear how language is used, as well as to connect words to meaning with the help of the animations. • Show me . . . • Circle the . . . • Where is . . . ? Early Production Stage - ANSWER-- 1,000 active words that they're able to understand and use; short 1-2 word phrases; can answer basic questions such as yes/no and short answer (6 months-1 year) - uses key or familiar phrases and mostly present tense verbs • Yes/no questions • Either/or questions • Who, what, and how many questions Speech Emergence - ANSWER-- Decent comprehension. Produces simple sentences with grammatical and pronunciation errors. Does not often understand jokes. (1-3 years) • Why . . . ? • How . . . ? • Explain . . . • Questions requiring a phrase or short-sentence answers Intermediate Fluency - ANSWER-- excellent comprehension, uses more complex sentences, engages in conversation, few grammatical errors, and produces connected narrative. (3-5 years) • What would happen if . . . ? • Why do you think . . . ? • Questions requiring more than a one-sentence response Advanced Fluency - ANSWER-- The student has a near native level of speech, 5-7 years. - able to express complex emotions and ideas in a comprehensive, understandable, and grammatically correct way. • Decide if . . . • Retell . . Teachers in classrooms with ELs must use a range of classroom techniques to foster language growth through curriculum. Which skills are most important to embed in instruction aimed at fostering language growth? - ANSWER-- Speaking and Listening - When learning a new language, practice speaking and opportunities to listen through modeling are critical to progress. Cultural Fatigue - ANSWER-- The physical and emotional exhaustion that almost invariably results from the infinite series of minute adjustments required for long-term survival in a new cultural environment - Learning a new language alongside experiencing a very different culture can be overwhelming. - Students may need support and guidance in engaging with these elements at a slower, more controlled pace. Including more culturally relevant experiences from their native culture and language is important. - Students may not want to participate, observe, or seemingly enjoy school activities or events Language Shock - ANSWER-- The difficulty of learning a new language and how it affects social and academic experiences. - Students may be hesitant to speak in class and may be more acutely aware of how challenging it is to communicate with peers Education Shock - ANSWER-- Can happen when students are beginning to learn formalized schooling through a new cultural and linguistic lens. - Students can have a difficult time adjusting to routine, social and behavioral norms, and academic tasks Role Shock - ANSWER-- Major discrepancies between expectations and experiences - When experiencing a new culture and using a new language, students may need support finding their role and confidence. Acculturation - ANSWER-- an individual's adjustment to a new culture, while also retaining important cultural beliefs, customs, and the native language. True or False Requiring ELs to speak English only during the school day will foster positive social, emotional, and academic growth. - ANSWER-False - Research indicates the most effective way to support ELs is to validate their native culture and language while also providing English language instruction throughout the day. This humanizes the students' experience and allows them to explore their self and cultural identity. What are six ways teachers can engage students in the process of creating a culturally responsive classroom? - ANSWER-- Plan activities to engage in finding out common interests and experiences. - Create art and pictures for the room representing students' cultures and families. - Build relationships with students' families and engage them when possible. - Include varied cultures and heritages into science, language, art, and history classes. - Offer 1:1 and small group time to ask questions and bring up any thoughts or concerns. - Provide time for students to use and engage with their native language(s) in the classroom. In order to embed cultural responsiveness across classrooms, schools, and districts, school leaders and teachers must work together to revamp and critically assess their___________? - ANSWER-Curriculum - In order to ensure classrooms across schools and districts are culturally responsive, school leaders and teachers must critically evaluate all aspects of their curriculum, from instructional strategies to assessments to celebratory days and holidays, to ensure they are inclusive and offer opportunities for the widest array of students to bring their cultural backgrounds, customs, and beliefs to the classrooms What is the difference between a bias and an implicit bias? - ANSWER-- A bias is a conscious preference for a person or group of people, and an implicit bias is an unconscious stereotyping or preference for a person or group of people - A bias is conscious and an implicit bias is unconscious. Because an implicit bias is unconscious, it is difficult to use self-awareness to change. Describe two ways teachers can intentionally lessen implicit biases in the classroom. - ANSWER-- make connections with people from cultures other than your own - model how to talk about culture and diversity in a positive and transformational way. Co-teaching - ANSWER-- the methodology where two teachers use their expertise through equal responsibility with regards to students in a classroom - Co-teaching is a way for two or more teachers to work together with equal responsibility and ownership over a group or class of students to provide instruction Co-planning - ANSWER-- Supports understanding of the content, instructional methodology, and students in the classroom through creating goals and organizing materials. - the best way to determine content, instructional methodology, and goals for lessons. Varied co-teaching models - ANSWER-- Catered around the goals of the lesson and the skill sets of the co-teachers, improves the efficacy of the lesson and student understanding of concepts. Communication about student progress - ANSWER-- Ensures students have access to what they need, provides opportunity for students to receive personalized instruction and assessments, and provides the opportunity to make data-driven decisions to support positive student outcomes. Setting expectations with students and staff - ANSWER-- Provides a sense of ownership and responsibility over the curriculum and class, communicates the roles of teachers to students in the class and other colleagues, and fosters effective co-teaching. Building a partnership - ANSWER-- Creates a relationship that sets a positive tone for the classroom and allows each teacher's personality to shine through lessons, making the experience more enjoyable and interesting to students. One Teach, One Assist - ANSWER-- One teacher teaches, the other circulates the room providing unobtrusive assistance. - one assist allows for a teacher who may be more familiar with particular content to take the lead while the other circulates the room, answers questions, provides one-to-one support as needed, and models when necessary. One Teach, One Observe - ANSWER-- One teacher takes the lead on a lesson while the second teacher takes notes on their lesson and the students. During their next co-planning time, both teachers reflect on the lesson and consider ways to improve it. Station Teaching - ANSWER-- Both teachers, and sometimes additional supporting teachers or independent working groups, rotate around the room to work with each teacher to receive targeted instruction. Each small group visits each teacher once as they rotate. - Station teaching offers the opportunity for students to work in smaller groups, get more personalized support from their teachers, and target skills in smaller chunks. Parallel Teaching - ANSWER-- Two teachers are covering the same curriculum but have divided the class down the middle to create smaller groups and target specific student needs. - The use of smaller groups in parallel teaching allows the teachers to give more intensive and direct teaching and feedback to students. Alternative/Differentiated Teaching - ANSWER-- provide students with different approaches to learning the same information. The learning outcome is the same for all students; however, the instructional methodology is different. - Alternate co-teaching allows the teacher to specifically target the terminology or concepts that might be challenging ahead of the lab portion of the class with the ELs. - Alternate teaching offers the opportunity for a small group of students to receive more intensive and targeted support from one teacher while the other students receive whole group instruction from the other co-teacher. Team Teaching - ANSWER-- Both teachers simultaneously instruct the whole group on the same curriculum. They take turns in taking "the lead" for particular aspects of the lesson, but both teachers have equal responsibility for the content taught. True or False Co-teachers with special education students in their classrooms must use the alternative teaching model of co-teaching as a means to address those students' IEP goals. - ANSWER-False - Special education students may benefit from alternative teaching (one co-teacher leads the whole group instruction while the other takes a small group to provide targeted preteaching or specific supports) for specific lessons, but it may not be appropriate for all lessons. Depending on student learning data from both special and general education students, as well as the type of lesson being taught, co-teachers must determine the most appropriate co-teaching model. During an English class where two co-teachers were engaged in the one teach, one assist model, one teacher was lecturing about the importance of annotation while reading. What could the co-teacher who is not lecturing do at that time to support students in the classroom? - ANSWER-- Model note taking. - Answer questions. - Circulate around the room. - Manage behavior. - Repeat or clarify concepts. PBIS (Positive Behavioral Interventions and Supports) - ANSWER-- a behavioral school-wide, tiered support and example of MTSS (multitiered systems of supports). MTSS (Multi-Tiered System of Supports) - ANSWER-- A framework that provides increasingly intensive levels of support and assistance for academic learning and behavior management Differentiated Instruction - ANSWER-- Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs. Tier 1 Instruction - ANSWER-- Instruction in RtI that is evidence based and provided to all students in a classroom. Tier 2 Instruction - ANSWER-- Instruction in small group sessions that provide extra practice of targeted skills and content covered in Tier 1 Tier 3 Instruction - ANSWER-- Highly intensive instruction matched to the individual needs of students who continue to struggle, despite well delivered evidence-based instruction in Tier 2.