We’ve spent the last two weeks in my English Language Learner Beginners class reading and learning about stories.
Last Friday, it was time for them to begin writing one, and I did a terrible job of getting them started. I think I was tired and wasn’t thinking clearly, and assumed too much and provided must less support than was needed.
So, over the weekend, I created a simple set of eight graphic organizers, plus borrowed two others from online, and we began again today. Needless to say, it went a lot better.
One particularly impressive feature they’ve added to a number of their U.S. History lessons is a task where students have to apply what they learned to a different fictional scenario. They talk about it in a blog post as an element of Bloom’s Taxonomy “apply” level, and it’s also an opportunity for students to “transfer” their knowledge (see The Best Resources For Learning About The Concept Of “Transfer” — Help Me Find More). More specifically, it’s an example of “near transfer” (applying knowledge to a similar situation) as opposed to “far transfer” (applying it in a substantially different arena).
Gail Desler – with the support of educators and students – has organized the fabulous Time Of Remembrance website documenting Japanese-American internment in World War Two, along with the Vietnam War.
Because of my work with Hmong refugees, I was honored to received an invitation to be interviewed as part of the project.
The full video is thirty-six minutes along. ELL teachers might find it useful, since I discuss a wide-ranging list of issues, including the importance of looking at our students through the eyes of assets and not deficits, inductive learning, concept attainment, parent engagement, professional development and many other items of possible interest.