Term Paper on "Integrated Learning in the Classroom"

Term Paper 3 pages (1055 words) Sources: 2 Style: APA

[EXCERPT] . . . .

Integrated Learning in the Classroom

In most schools today, educators integrate students who are non-native English speakers into the regular classroom. Students may be described in terms of their English language ability in order to create cooperative learning groups and to measure their progress. A student's English language ability is often described in one of the following ways:

Emergent language learners, just beginning to learn the language.

Limited English Proficient, or those with basic interpersonal communication abilities that allow interaction with peers socially. May also describe students with some level of cognitive academic language (CALP) allowing the student to interact more deeply with content.

Native English speakers or students that use English as their primary language.

This combination can present many challenges for teaching and learning. It is the teacher's responsibility to provide a classroom atmosphere where optimal learning can take place for all students. One of the primary tasks a teacher has is to create a safe environment where students can risk "trying" the language. In addition, certain strategies have been found to be particularly helpful in providing a learning community where everyone has access to not only learning English, but also the content.

There are many research-based ELL strategies that can facilitate greater learning in the classroom for students at all levels described. Pre-instruction activities including graphic organizers, semantic webbing and KWL charts can help students multiple ways. Studies suggest these activities promote greater

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cooperation in the classroom and create an environment where students are able to create models for learning and absorbing information at a pace that fits them well. These methods can help create a learning environment where "global levels of competence" are possible based on a student's individual skills and ability to discover ways of organizing information that caters to their skill level and ability (Givner, Lane & Pierson, 2003, 213). One way a teacher can integrate this strategy into learning is by establishing a curriculum that naturally integrates pre-instruction practices into learning. By preparing students through various tools for learning, students are more empowered when engaged in actual learning activities, because they know ahead of time what the goals and objectives of learning will be.

Multiple studies confirm that students learn in varying ways; while some are kinesthetic learners, others learn by example, others learn through auditory measures and still others learn best when teachers incorporate visual aids into the classroom. Visual aids can help boost self-esteem by illustrating hard-to-understand concepts, especially for students whose English speaking skills are less than the skills of the majority of the classroom (Colvin, 2002). Cooperative groups and peer learning is a tool for designing classrooms and organizing classrooms in a manner that encourages students of all abilities, and students of all demographic orientations to interact with one another. This reduces the likelihood for "emotional disorders" or behavioral problems in the classroom (Colvin, 2002, 166).

Repeat and rephrase techniques build confidence by allowing students the ability to use auditory skills in an attempt to match the abilities of their peers. Repeat and rephrase techniques also stimulate greater learning by embedding information into students subconscious, and into contexts they can translate into understandable terms based on… READ MORE

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Quoted Instructions for "Integrated Learning in the Classroom" Assignment:

“

Below are the requiremetns for the paper. I will e-mail what I have so far.

What I need to have included is the following:

1. Each example given must be supported by research and include an in-text citation. Research supported examples and in-text citations appear to be missing for the following strategies: pre-instruction, cooperative groups and music.

2. Include research supported expected learning outcomes and in-text citations for the following strategies: visual aids and repeat/rephrase.

Task requirements:

In most schools today, students who are non-native English speakers are integrated into the regular classroom. Students may be described in terms of their English language ability in order to create cooperative learning groups and to measure their progress. A student's English language ability is often described in one of the following ways:

- Emergent language learner (just beginning to learn the language)

- Limited English Proficient (LEP) - a student who has reached a level of Basic Interpersonal Communication (BIC) that allows the student to interact with peers on a social level

- LEP can also describe a student who has some level of Cognitive Academic Language (CALP) that allows the student to interact at a deeper level with content,

- Native English speaker - a student for whom English is the first language.

This combination can present many challenges for teaching and learning. It is the teacher's responsibility to provide a classroom atmosphere where optimal learning can take place for all students. One of the primary tasks a teacher has is to create a safe environment where students can risk "trying" the language. In addition, certain strategies have been found to be particularly helpful in providing a learning community where everyone has access not only to learning English, but also the content.

You have been assigned a middle school mathematics classroom that has a total of 30 students with one half of the students speaking English only, one fourth emergent learners, and one fourth with some level of proficiency between BICS and CALP. In no more than 3 pages, for EACH of the strategies listed below:

A. Cite research that supports the use of each research-based strategy indicated below. What does research provide as rationale for using each strategy? What does the research say about the effectiveness of the strategy?

B. Provide examples of situations or activities where the strategy is used. When might you use this strategy in the classroom with ELL students? Use examples that are cited in the research. Make sure you include in-text citations in your essay.

C. Use research to indicate what the expected learning outcome is for each strategy for teaching ELL. Make sure you cite your references

Research Based ELL Strategies:

1.Pre-instruction activities (example: semantic webbing, graphic organizers, KWL charts)

2.Visual aids, realia, maps, pictures, multimedia

3.Cooperative Groups, Peer Coaching

4.Repeat and Re-phrase

5.Music and jazz chant activities

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly.

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