D096 D169 Essential Practices for Supporting Diverse Learners test Q&A

Acquisition-Learning Hypothesis The Acquisition-Learning hypotheses Two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The "learned system" or "learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition". According to Krashen 'learning' is less important than 'acquisition'. English Learner a student who is in the process of acquiring English and has a first language other than or in addition to English. Formative Assessment administered throughout a unit, aligned with KUDs, can use a variety of formats, meant to help the teacher understand how each student is progressing, rarely graded. Summative Assessment used at the end of key segments and the end of a unit, aligned with KUDs, determine the level of mastery each student has achieved with the KUDs at the end of unit, can use closed formats or performance formats, typically graded. 1. Timing/scheduling accommodations for assessments multiple testing sessions, rest breaks extended time to complete tests Setting accommodations for assessments small group, separate location, in a carrel, special lighting, acoustics, at the student's home, hospital, individual testing stations, special furniture, minimal distractions Presentation accommodations for assessments large print exams, Braille, directions read aloud, test given by person familiar to child, directions in simplified language, directions repeated, additional examples provided, size share or location of the space for answers altered, noise buffers worn by student Response accommodations for assessments marks answers in test booklets, by machine, large-spaced paper, dictates answers, signs or points as alternative responses, spelling, punctuation and paragraphing requirements waived, use of response aids such a abacus, arithmetic table, etc, calculator, spell-check device What is Progress monitoring? provides essential data that helps teachers know what students are learning, whether they are on track to master IEP goals, and how their performance compares to that of their peers. can also provide valuable information to teachers to inform instruction and differentiate learning. Ways teachers can use assessment data to inform instruction 1. Differentiate instruction by student readiness. 2. Set academic goals. 3. Evaluate programs and target professional development. Describe some of the best practices for providing students with meaningful feedback. 1. Be as Specific as Possible 2. The sooner the better (given immediately), 3. Address the Learner's advancement toward a goal., 4. Present Feedback carefully, 5. Involve learner in the Process. Culture a set of values, beliefs and behaviors shared by a group of people. Cultural identity the unique way in which an individual person weaves together aspects of the multiple overlapping cultures to which he or she belongs. equity pedagogy teaching strategies and classroom environments that help students from diverse racial, ethnic, and cultural groups attain the knowledge, skills, and attitudes needed to function effectively within, and help create and perpetuate a just, humane, and democratic society. Describe 6 practices teachers can use to create a more equitable classroom. 1. Know every child, 2. Become a warm demander: "expect a great deal of their students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment." 3. Practice lean-in assessment: Use proximity and lean-in assessment to diagnose students' learning needs. Carry a clipboard with you while students are working, and take careful notes on what you observe. 4. Flex your routines: Be willing to flex or set aside your well-laid plans to individualize instruction. 5. Make it safe to fail: Teach students that failure is just another form of data. 6. View culture as a resource Describe 6 strategies teachers should implement to create an equitable classroom climate. 1. Teachers acknowledge their own biases and inequitable actions 2. Teachers make an effort to learn about their students' cultural backgrounds 3. Teachers examine curriculum and learning materials for bias 4. Teachers build caring, cooperative classroom environments 5. Teachers build relationships with families and communities 6. Teachers identify curricular bias 5 hypotheses of Stephen Krashen's theory of second language acquisition. 1) The Acquisition-Learning hypotheses 2) The Monitor hypothesis 3) The Input hypothesis 4) The Affective Filter 5) Natural Order hypothesis The Monitor Hypothesis The monitoring function is the practical result of the learned grammar. the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: 1. The second language learner has sufficient time at their disposal. 2. They focus on form or think about correctness. 3. They know the rule. Monitor used to polish the speech or correct deviations from normal speech. Individual variations in use. Extroverts are under-users, introverts and perfectionists are over-users. Over-use can lead to lack of confidence. Input Hypothesis The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language - how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'. Learner progresses when he is exposed to comprehensible input that is one step beyond his current stage of linguistic competence. Natural communicative input is the key to designing a syllabus. i+1 input. Affective Filter Hypothesis The Affective Filter hypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence, anxiety and personality traits. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety Natural Order Hypothesis Natural Order hypothesis is based on research findings which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. Preproduction: This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual. Sometimes first six months 2. Early Production: The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. Teachers can help students by asking yes or no questions to reduce anxiety. There will be many errors in the early production stage. Six months to a year. 3. Speech Emergent: Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions. Lasts 1-3 years. 4. Beginning Fluency: Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases. 5. Intermediate Fluency: Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem. Students have been learning the language 3-5 years at this point. 6. Advanced Fluency: The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language. Happens at 5-7 years of instruction. Preproduction Stage This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual. Sometimes first six months truction. Early Production The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. Teachers can help students by asking yes or no questions to reduce anxiety. There will be many errors in the early production stage. Six months to a year. Speech Emergence Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions. Lasts 1-3 years.