Task 1:
Pre-Posting – Read all of the Freeman & Freeman, Chapter 4 (How Do People Learn and How Do They Acquire Language?)
Posting – From all of the questions at the end of the chapter (pg 101), Key Points, identify 2 you would most want to explore/take up/discuss. What theories or research supports resonates and could be used to bolster your teaching philosophy? What is your own personal and professional rationale for choosing these questions?
The key points in the chapter that I identify with are:
ReplyDeleteTeaching can mediate learning through direct instruction, modeling, and scaffolding. As a teacher I want to help the students make sense out of their experiences. This can be done through the three types of mediation listed. Direct instruction will help the student through practice, memorization and teacher directions. Modeling has the teacher showing students through actions given by the teacher. Scaffolding uses verbal, visual and physical support from the teacher for the student to learn the language. I’ve used all of these types of mediation in the adult classroom. At times I group learners together that are at similar L2 levels and let them work as a group. The type of method used will depend on the students and may need to be adapted as the students’ progress in their language acquisition.
Vygotzky’s zone of proximal development is another area that I’ve learned more about this semester.
As students develop their English acquisition through interaction with teachers and other students they go through various developmental stages. Some are learned through everyday experiences and others are introduced by someone else. If students are motivated they will want to learn the language. They need to be engaged in speaking, listening, reading and writing. The student needs to reach just beyond what they already know. The aim of the teacher is to work in the zone that motivates and engages the student to want to learn more.
Audrey
Audrey,
DeleteI like your idea of grouping similar L2 level language learners together. By doing this, we can mediate the class more effectively because we can differentiate our teaching strategies to satisfy each group's need. It is not uncommon that we'll have mixed language profiency levels of students in classroom. Sometimes even though their first language is same, they may have different literacy levels in that language. Thus, the ways of mediation suggested in this chapter is helpful for us to employ different methods to different students.
Yimu
Audrey:
DeleteI too like how you grouped your students L2 together. I like how you also included the direct instruction, modeling, and scaffolding techniques. I enjoyed reading how you use these techniques in your adult classes. I too like using these techniques. I've found how challenging direct instruction can be for middle school students. They need to be taught the skills of note taking and using guided notes was helpful for them.
Kathleen
Agreed that "making sense of the instruction" is a key aspect of teaching. I like how you employ a variety of teaching strategies in the classroom and realize that students are acquiring the language throughout the day during routine activities. I agree that finding that zone of proximal development and that zone of motivation the perfect storm for learning.
DeleteThe first key point that I want to take up from this chapter is distinguishing between language competence and language performance. As described in the text, “a speaker’s competence is what a speaker can do under the best conditions” (Freeman & Freeman, 2011, p. 88). It is interesting but alerted to read that a student’s actual performance may not fully show his or her underlying competence. This reminds me about one of my ELL students in my field experience classroom. This student seems can talk more fluently than his peers, especially when sharing what he has seen from documentary films to the class. The fact he likes watching and talking about those films makes people feel he is knowledgeable and capable in learning. Thus, at the beginning weeks when my mentor teacher and I noticed his performance, we assumed that he was well educated and his English proficiency level would be developed fast. However, as the semester went by, we found out that his communicative ability was slightly improved and he was even left behind by his peers in academic language learning.
ReplyDeleteThis student’s phenomenon reminds me that the language competence and language performance should be recognized from a two-way dimension. In addition to the example given in the text in which a language learner’s real competence can be hindered by his or her performance under unfamiliar or unexpected situations, the learner’s competence can also be overestimated because of the outstanding performance in his/her adept areas. Thus, as teachers, we should not assume a student’s capability only based on our observation on a single aspect of his or her performance. We should understand that sometimes their underperformance may not demonstrate their actual competence because their nervous or unfamiliar to a new environment. Meanwhile, even though a student’s excellence is evident in some occasions, we cannot conclude that this good performance demonstrates his or her overall competence.
The other key point I want to discuss is the two types of linguistic competence: communicative competence and grammatical competence.
These two competences allow us to effectively engage in language acquisition. The grammatical competence helps us to put together words and sentences to talk about the words, while the communicative competence is the knowledge of how to use language in social situations (p. 100). Both of these two competences are necessary to acquire a new language, but the communicative competence usually takes longer and harder time for language learners to approach. I choose this point because I truly feel it as a language learner myself. Unlike young kids who move to America at a young age, I came to this country to pursue a post baccalaureate degree which requires me to deal with more academic language than daily social language. Thus, even though my grammatical competence has been improved to help me compose academic writing in English and I communicate with people effectively, yet I do feel that I am lack of communicative competence to some extent. I feel it is hard to find an appropriate time to talk in class, I often feel flattered but confused by “Minnesota nice”, and I can only use formal English when speaking as in a presentation or teaching lessons, but cannot have natural conversations with peers. Noticing these difficulties of myself, I know that to cultivate language learners’ communicative competence will be more complicated and time consuming. Such competence cannot be developed in one night, so language teachers should plan on instilling communicative language purposefully and effectively according to the students’ needs and levels through various approaches.
Yimu,
DeleteYou have related an excellent example of language competence and academic language with the student you worked with during the semester. Also you bring up a good point about having a natural conversation with peers in English. This shows the importance of including informal language with formal English language learning.
Audrey
Yimu
DeleteI find it very ease to have a conversation with you in class. Sometimes we are hardest on ourselves. I like what you wrote,
" We should understand that sometimes their underperformance may not demonstrate their actual competence because their nervous or unfamiliar to a new environment." I think students who learn through auditory best are often at a disadvantage when it comes to written exams. If this student could have an oral exam they would score very high. Yet the written score is several grades lower.
My son is an auditory learner, like myself. He is an 8th grader studying at a 10th grade level of spanish. He scores an A on his oral exams. The same written exam he scores a low C or a D. The teacher has reached out to us to see how we can help our son. His teacher feels there might be more than just auditory learning.
Kathleen
Great points! I agree about we shouldn't just judge a student by their inability to do something, we need to take a wider look at who they are, how they learn, family life and how they work with other students. This is great in site into the students.
DeleteYimu, I found that a student's performance is not always an indication of competence an interesting assessment as well. It only makes sense that some students will be more comfortable with public speaking and will be able to give a good performance. How many times have we heard people say that "he or she interviews well." They may not be the best person for the job, but because others were nervous during the interview may have edged them out.
Delete1. Think back to a learning experience where someone helped you to succeed. How does your experience fit in with Vygotsky’s idea of Zone of Proximal Development?
ReplyDeleteVygotsky claims that people learn when instruction is targeted to their zones of proximal development.
The experience that fits with Vygotsky’s idea of Zone of Proximal Development actually occurred during our class KSP 669. Dr. Kruizenga had our class work in pairs to create our edTPA syntax and discourse. Yimu understood this assignment very well. She and I worked as a pair. Yumi stretched my understanding as I worked to problem solve the syntax and discourse for my 3-day thematic unit plan on the Earth’s interior. We worked in pairs and then came together as a small group.
Eventually the entire class discussed syntax and discourse according to their specific content area of edTPA. It was after class, when I showed Dr. Kruizenga the example of the science vocabulary table that I intend to use in my students Earth Science notebook that I fully deduced the meaning of discourse. Syntax is a verb. The complex sentences in science that define a critical scientific term with additional terminology are the discourse. Science often uses run-on sentences that include many difficult scientific terms within one sentence. I will work to simplify the terminology and utilize the student’s current knowledge to build on the new terminology.
2. Fisher and Frey describe a structured approach to lesson planning. Plan a lesson or series of lessons you could teach that follow this structured approach.
Fisher and Frey describe a structured approach to lesson planning. Plan a lesson or series of lessons you could teach that follow this structured approach.
I made my first attempt at Fisher and Frey’s model of teaching when I wrote my 3-day Thematic Unit Plan of Earth’s Interior. Fisher and Frey’s model of teaching includes four stages: teacher modeling, guided instruction, collaborative work, and independent practice.
I began this unit with a demonstration. This demonstration was a representation of the Earth’s inner layers in a clear plastic cup. This cup included a shooter marble to represent the inner Core. The second thing added was clear Karo corn syrup. This is to represent the Outer Core. The third is rocks to represent the Mantle and finally wooden tooth picks to represent the Crust.
The guided instruction included a video, a song, and a power point presentation. The students were encouraged to write down the key points and terminology they felt were new or important.
The next day the student’s were given a sheet in the form of a glossary, with the key terminology left blank to be filled in by the student. They were instructed to work in table groups to complete this sheet. Additionally, the students were allowed to use their science notebook, textbook or another resource. The students struggled to fill in the sheet. They realized that this sheet was from the video they watched the day before and requested if they could see the video again.
The students did watch the video a second time and took notes independently. This sheet became their main resource for their Earth’s Interior 3-D Project.
I think this strategy is one I will use when I teach. I will modify the stages according to the unit topic. I will also continue to utilize informal formative assessments to re-enforce their understanding. The student’s I taught at Owatonna Junior High earned exceptional grades on their final assessment. One class averaged 73% of the class at 16/16 or better; and the other class averaged 82% at 16/16 or better.
Kathleen,
DeleteThanks for the good examples. (Congratulations! You figure out the syntax and discourse! :))
I resonate with your understanding of the ZPD. I think it is a stage that everyone will encounter throughout their lifelong learning experience. I'm concerning that it may be hard to recognize as our text states, because when a learner is stuck within a learning stage, he himself or his mentor may usually assume that he has been trying his best and it is the highest level he can reach. As teachers, we can never assume that our students is "done" at a certain level. However, we should be sensitive to their achivements and struggles. When noticing their struggles, we should be alerted that it is the time we need to provide extra scaffolding to push them move forward.
Fisher and Frey's model of teaching is what I want to try out in the future. I think the four stages of the structured apporach will be meaningful for language learners as well.
Thanks,
Yimu
Great to hear that the two of you could work on the project together. The Fisher and Frey's model sounds similar to something the teacher I've been observing in field study is doing. This is a new approach for me and look forward to learning more about it.
DeleteAudrey
Yimu & Audrey:
DeleteThanks for your comments :)
Kathleen
Kathleen,
DeleteI know how you feel about syntax and discourse! It was nice to finally understand the meaning behind it all. I feel like the academic language didn't fit everyone in the class, so its that feeling of I don't understand what your saying. We need to make sure our students don't feel that way!
I like how you really put a lot of thought into really modelling the concept for the students. I think you may have a large grocery bill at the end of the semester, but who knows maybe the food shelf will start to donate to your cause. I agree with you that terminology sometimes needs to be simplified, but sometimes I really like to go more in depth to hit that zone of some of the more advanced students. I remember being bored out of my mind in 9th grade science because everything was so watered down. I started taking advanced science courses before the recommended grade level just to be challenged. Those types of students can really add to your class if you can keep them involved and get them to become leaders in groups.
DeleteI really enjoyed this reading and the ideas addressed in the chapter. One of the key points was when Vygotsky talked about the differences between spontaneous concepts acquired through everyday experience and scientific concepts developed in school. The whole idea being able to have the knowledge of ideas and concepts but school helps you understand differences and similarities between these ideas and how they all connect. We, as teachers, need to help students make the concertinos and see how they fit within the world. I plan on helping student see this by not only doing art projects with in my classroom but connecting them to other classes. I can do this with any class: history, math, science, spanish, etc. Every class should be working on fitting together with each other. I would enjoy working with all of you guys in your different fields. We could come up with some amazing stuff.
ReplyDeleteThe second key point is teachers can mediate learning thought direct instruction, modeling, and scaffolding. I know I use this every day in my classroom, I introduce the new idea to the classroom and show them how to do it and then I will ask questions about or make suggestions about their projects. What I want to know is how do you guys perform this in your classroom. The art room is perfect for it!
Megan,
DeleteIt is excited to think about collaborating with you, an art teacher, to teach language. You make a good point that we have the responsibility to help the students see how the concepts or knowledge they learn in schools is connecting to their real lives. Young students should establish the awareness that the knowledge they are learning now will serve them for a better life in the future.
Yimu
I agree with Yimu and you've given good examples of using direct instruction, modeling and scaffolding.
DeleteAudrey
Megan
DeleteI too agree that all content areas should connect with the students real life.
I think in my most recent teaching of the Layers of the Earth, I compared the shell of an egg to the crust of the Earth. I also had the students watch a video from MIT on the layers of the earth. In this video the students used a lego person to sink into a layered cake. As the lego person hit each layer the college students talked about that layers properties and what make it unique.
Kathleen
Megan,
DeleteI would agree with Kathleen that I always try to relate the scientific concept to something they are familiar with or physically model what I am describing. Any chance that the students can see something that I am describing either through a microscope, telescope, or video is a great way to really develop understanding.
One key aspect of the chapter is the concept of finding a balance between allowing students to invent and guiding towards convention. The Goodmans’ research looked specifically at writing such that “if students are allowed to write any way they wish, they may produce spellings no one can read, but if teachers insist on correct spelling, some students may choose not to write at all.” I believe this type of philosophy very much applies to the science classroom in that it is important to allow students to invent or create meaning and later guide thinking without discouraging further discovery. As a teacher I want to try to provide that mystifying experience for my students in a science classroom. That experience is the result of letting students explore, observe, create and discover scientific concepts. Then it is essential to reflect on those scientific concepts through discussion or group activity. This creates a learning environment where the students feel comfortable trying different ideas without having to come up with the “perfect answer” and actual learning can take place.
ReplyDeleteThere is a fine line between guiding the student’s learning and becoming too much like a “cookbook” lesson. How can a teacher make sure that the students are getting exposed and understanding the academic language of the subject while still providing that inquiry based learning environment? The levels of language abilities that walk into a high school classroom can be extraordinarily diverse. It becomes a challenge to create a lesson in which most students are in that critical zone of proximal development. In the Cognitive Apprenticeship section of the chapter one statement really stood out to me, “the key is for individuals to have a real purpose to engage in the activity.” I think this is a real issue with subjects that don’t interest students. Comments like “when am I actually going to use this in the real world” are common place, especially when a student may be struggling to understand. I thought Freemons’ did an excellent job of relating learning math or science to wanting to learn a new language when people are in a different country. Learning that new language becomes relevant, because the new language allows us to communicate within that foreign country. The same concept applies to science or math in which we need to prove relevance in motivate students to learn the subject material. “Brown, Collins, and Duguid in 1989 suggest that one of the problems with learning in schools is that students are not engaged in authentic activities. As a teacher I want to provide those authentic activities and really show relevance to the scientific language and scientific concepts in the classroom. Any opportunity to relate the subject matter to individual interests should really be approached.
Andrew,
DeleteI felt the first point you made interesting as well when I read the chapter. I thought it could only be applied to a language classroom, but now I understand how this philosophy can be fit into a science class. It is difficult to keep the balance between students' brainstorming and language accuracy, especially for high school students. This makes me concern about teaching content-based academic language to ELLs. The ELLs are still developing their social and basic language skills, so how we can address academic language equally and effectively for the students? I like your ideas about the authentic activities. Even in an ESL classroom, I still can create some simple activities to engage students to develop their content language and knowledge. I can invite them to teach a science concept they have learned, so I can notice their language usage. I think collaboration between language teacher and other subject teachers are really necessary when creating authentic activities. We then can exchange ideas on academic language instructions as well as necessary modifications for ELLs.
Yimu
Andrew,
DeleteCollaboration between ESL and subject teachers is very important for students to be engaged and succeed in the classroom. Engaging students in authentic activities will also increase motivation.
Audrey
Andrew,
DeleteI agree that getting students engaged and interested in science can be difficult. Especially when the understanding of the complex terminology and abstract ideas adds to the discourse. I think science is perfect for modeling. If a teacher can find a real world object or demonstration where the students are engaged than they may find a love of science they didn't know they had.
Kathleen
hey Andrew! Great job pointing our about students writing...
Delete“if students are allowed to write any way they wish, they may produce spellings no one can read, but if teachers insist on correct spelling, some students may choose not to write at all.”
This is totally right! I know in college my art history profs didn't care how I spelled and that made writing my tests so much easier for me. Because I was more worried about the contend and not how it was spelled.
I know in my classroom papers, I don't make students worry about spelling and grammar, I worry about content. Thats what matter to me.
I know spelling is important and we should be focusing on that, but its also important for students to get ideas down.
Yimu,
DeleteI think that it is difficult to teach difficult content to ELL's, but is some ways a topic like science is almost a new language to all students. That may be an advantage for ELL's because they are already looking up many words and creating meaning, where native English speakers will read at speeds they are accustomed to with little comprehension of the material. I also think being able to relate words or concepts in the native language or native culture will really help to maintain engagement within the class.