Chapter 5: Learner Strategies and Learner-Focused Teaching
This chapter focused on strategies used by educators to help support the EL students in the classroom. The most effective types of strategies mentioned are those in which students take some ownership in the leaning process. The job of the teacher then becomes one of facilitator. The goal is to provide the tools students need to be as autonomous, self-managed, and confident in their own academic abilities (self-efficacy) as possible (Diaz-Rico, pp 106-108). When students understand the learning process through indirect and direct instruction strategies, they are more likely to take responsibility of their own learning. I believe this to be the ultimate goal of educators. Children learn and retain concepts when they find a connection with them. One of the Indirect strategies I found to be helpful was taking a look at Learning Style Preferences. This concept goes farther that Gardner’s theory of Multiple Intelligences. It takes into account the strengths of individuals and encourages the use of those preferences when creating lessons for those students. Direct strategies which build on prior knowledge to determine the “zone of proximal development” (Diaz-Rico, p 117) are strategies we use with our young students. We scaffold the lessons so that children are supported in their learning until they are able to generalize the skill . Empowering students with the knowledge that they are fully capable of their own learning teaches more than academics, it teaches life skills.
This web site allows you to fill out a questionnaire about your preferences. It then tallies and give you a graph with your personal leaning style. www.engr.ncsu.edu/learningstyles/ilsweb.html
Oop, the title of the blog is incorrect, this is chapter 5.
ReplyDeleteIn response to Hayward's blog, I totally agree that student need to take responsibility for their learning. However, it is up to us to facilitate their learning by providing them with opportunities to make those vital connections. Students who feel disenfranchied will not make an effort to participate in class activities. That is why it is vital for teachers to see what "lights a fire" under students so that lessons can be adjusted accordingly.
ReplyDeleteIn response to Kerri Richardson's blog,she gave many good examples of how students can stay connected with others who speak their language. It is true that many of the students' teachers do not speak a language other than English. This has been a problem at my school as well. The population is 80% ELL. The teachers say they feel the lack of support in the classroom, the primary grades have on Spanish speaking aide and their is one RSP aide who also speaks Spanish. Budget cuts have emiminated the support staff at our school. This is a problem many schools in Southern California are facing today.
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