The first week of school is over, and it was a good one. I’m embarking on some ambitious experiments this year:
I’m teaching two single periods of United States History to English Language Learners. Most of the students in these classes are Intermediates, but in one I also have a number of Beginners. I’ve developed a plan to simultaneously teach that class in two “tracks,” and, if it all goes well, many of the Beginners will be able to complete the work necessary in order to get full credit for the class. I’ll write more extensively in future posts about what I’m doing and how it’s going (including sharing online resources I’m using), and I feel pretty positive about it.
I’m also teaching a double-period class of Beginners. There, too, I’m planning on simultaneously teaching the class in two “tracks” in the hope that at least sixty percent of them can reach the point where they can receive regular English credit for it by the end of the year. Again, I’ll share more as the year progressives.
And, of course, I’m also teaching the most fun class in the world — IB Theory of Knowledge. It doesn’t get any better than that…
It should be a fun year!
Something in your post today caught me. Do you have a criteria to decide how much work from beginners garners credit? My school has a very low incidence of ELL students (18 in a school of 900) so if students arent’ able to complete all the work they aren’t given credit for the class…So students are given the same amount/level of difficulty, with language accommodations, as native speakers and either buck up or repeat the class. I’d be very interested how you compare ELL work to native speakers.
For us, it’s the same content, smaller classes, lots of supplemental materials, peer tutors and aides.
Good luck Larry!
I miss the days of teaching. Now they have me crammed in a back office working behind a desk all day. I really do miss the interaction between the students.