P1- Practice intentional inquiry and planning for instruction. To me, P1 means time is given for the planning of classroom activities while being purposeful about meeting student needs. I will have English Language Learners (ELLs) in my classroom this year. I appreciated learning about strategies to help ELLs learn vocabulary, specifically science vocabulary. For my class “General Inquiry, Teaching and Assessment Methods”, I needed to incorporate an ELL strategy in my final lesson plan. This part of the lesson plan is shown above.
Claire Sibold, in her article “Building English Language Learners Academic Vocabulary Strategies and Tips”, I found many strategies for helping ELL students. The strategy in the above lesson plan is PAVE (Presentation, Association, Verification, and Evaluation). In this strategy, all students will come up with other words that they will associate with the vocabulary they are learning that day, which is organelles of a cell. An example is the word ‘mitochondria’. Words that can be associated with ‘mitochondria’ are ‘mighty’ and ‘powerful’ since mitochondria are the powerhouses of the cell supplying energy.
As students think of their own association words with mitochondria, they will remember the word and its meaning. If students are still having difficulty with the new vocabulary, I can try one of the other strategies suggested in the article.
From this class, I have more tools in which to help my English Language Learning Students and I look forward to practicing them this school year.
E1 – Exemplify professionally informed, growth centered practice. To me, E1 means that classroom instruction is planned according to principles that have been learned through research and experience. There are many concepts I have learned about in my ‘Introduction to Teaching’ class. I discovered that my curriculum style is holistic from reading an article by Miller. It was very interesting to think about approaches to curriculum will be different and it is important be aware of my own style and to respect others curriculum style. In my discussion post on this module, I wrote:
“Miller is correct in stating that in a holistic approach to curriculum, the teacher should try to create learning experiences that reflect different learner preferences. The teacher pays attention to how a student responds to a lesson and is aware of not separating emotion from intellect (Miller, 2011). The teacher tries to create learning experiences that are enjoyable for the students and as a science teacher, the more hands-on the students can be in learning, the more I believe they will learn about a particular subject.”
I don’t believe completely in the holistic philosophy because there does need to be standards of learning and a set of knowledge that is my goal for students to learn while they are in my classroom. I agree with Miller in the ‘how’ of learning, and that “enjoyable and enlightening experiences lead to learning” (Miller, p. 35).
I currently am planning a lesson on lab safety and was given an idea to do a skit of what NOT to do during a Biology lab. I think my students will find the skit enjoyable and I think because of this, they will remember the specific rules about scalpels and taking care of the microscopes.
In conclusion, in learning about the holistic approach as an educator I am seeking to plan my curriculum and learning activities so that the student will be engaged and will enjoy learning and coming to class.
Miller, D.L. (2011). “Curriculum Theory and Practice, What’s Your Style?” Kappanmagazine.org V92 N7.