The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. ACTIVITY Fact or Myth?
TASK: In the next slides, determine if the following statement is fact or
myth. Once you decide, hold up either a fact or a myth card.
3. ACTIVITY Fact or Myth?
Fact or Myth: Adults are better at learning a second language than are
young children.
This is a fact. Adolescents and adults are better at second-language learning
than children. Though the opposite might sometimes appear to be the case, this
is often because children's communication typically takes place in social settings
and therefore requires a somewhat less highly developed skill level. Adults, on
the other hand, engage in situations that involve more complex communication
demands (e.g., filling out a tax form or interviewing for a job). Another factor that
makes it appear that young children are better at second language acquisition is
that they generally hear and pronounce the sounds in the new language better
than adults.
4. ACTIVITY Fact or Myth?
Fact or Myth: Immersion is the best way to learn a second language.
This is a myth. ELLs who are immersed in classrooms where only
English is spoken may find the experience (and their learning)
incomprehensible. By allowing students to use their native language in
the classroom, teachers can also enhance their ability to learn English.
5. ACTIVITY Fact or Myth?
Fact or Myth: A student’s first language interferes with his or her
ability to learn a second language.
This is a myth. A student's first language might support his or her
understanding of a second. For example, a student who is first allowed
to read a book in his native language can reread it without having to
focus on basic comprehension and can instead pay attention to other
aspects such as vocabulary and sentence structure.
6. ACTIVITY Fact or Myth?
Fact or Myth: It takes between five to seven years to become
proficient enough in a second language to succeed in an English-only
classroom.
This is a fact. Second language learners need at least five years
under the best learning conditions to succeed in English-only
classrooms with minimal or no support. After only one or two years of
learning a second language, a student can typically communicate in
social settings but will not have sufficient knowledge of the language
to be successful in an academic environment.
8. TERMS What do ESL, ELL, & ELD Mean?
English Language Learners (ELL) are the students whose first
language is a language other than English, or is a variety of
English that is significantly different from the variety used for
instruction in Ontario schools. These students may be Canadian-
born or newcomers from other countries.
English as a Second Language (ESL) refers to the program
received by ELL students who are literate in their first language.
English Literacy Development (ELD) refers to the program
received by ELL students who are (a) not literate in their first
language, (b) have educational gaps, or (c) speak non-standard
Ontario English.
9. We are all ESL teachers. ESL is
not a separate curriculum subject.
10. students receive different levels of support,
depending on their language needs
Levels of English Language Acquisition
11. English Language Learners
English Recent Immigrant Born in Canada
Little or no
knowledge of
English
Some
knowledge of
English skills
Sequential
bilinguals:
strong first
language and
learning
English as a
second
language
Simultaneous
bilinguals:
learning two
languages at
once
13. ACADEMIC VOCABULARY
• Academic English is fundamentally different
from social language (Young & Hadaway,
2006).
– more precise and specific
– more words with Greek and Latin origins
– often more complex structurally and more
abstract
14. Examples of Academic Vocabulary in
Typical Nonfiction Texts
• Appendix
• Bibliography
• Caption
• Column
• Glossary
• Graph
• Index
• Preface
• quotation
17. How can I tell if I have ELLs in
my classroom?
18. • Conduct a Home Language survey with the whole class
• Look in the OSR (Ontario Student Record). Look for birth
certificate, immigration documents, and an English Second
Language assessment
• Access your school’s Trillium Report “Students Whose Mother
Tongue is Not English”
• Talk to the LRT
• Check the student’s Literacy Portfolio for English language
assessments
• If you are unsure, seek guidance from an English Second
Language Support teacher
• NOTE: Many ELLs are Canadian born
20. • As ELL student skills develop, their academic demands increase. ELL
students are constantly trying to catch up with a “moving target”.
• Basic oral communication is developed over 1~2 years.
• It takes at least 5~7 years for ELL students to be working effectively
at grade level, using academic language.
• In cases where students have not had opportunities to develop age-
appropriate literacy in their first language, it can take up to 10 years
to be working effectively at grade level.
21. I have a beginning level ELL in
my classroom. Now what?
22. Set the student up with a buddy. The IDEAL buddy…
• Shares a common first language with the new ELL
• Is always caught up on class and homework
• Is a positive role model
• Is empathetic
• Has a supportive group of friends that will not alienate
the new ELL or the buddy
23. • Sensitize your mainstream students
• Bilingual volunteers
• Contact an ESL support teacher for an assessment
and suggestions for program delivery
• Choose appropriate accommodations
25. Research shows that students with a strong first
language are more likely to acquire English quickly.
26. Parents should be encouraged to use, maintain and
develop the first language with their children to
discuss books, review school work, write to family
members, etc. Schools should encourage the use of
the first language, as it will validate students’
backgrounds, as well as assist in students’ academic
achievement.
27. Why is it so important to be
aware of a student's first
language?
28. • Urdu: why student is holding a book backwards, or not using articles
such as a/an or the
• Low German: not typically a literate language- immediate
disadvantage due to lack of connection with oral language and literacy
• Chinese: why a student doesn’t understand when we say ‘sound it out’
(not phonological)
• Punjabi: why a student is writing in between the spaces on the paper
(Punjabi script hangs from the line)
• Chinese: difficulty organizing a piece of persuasive writing (culturally it
may be considered or opinionated to begin by stating a point of view)
Knowing a student's first language can give us
a lot of background information. For example...
30. Build Background Knowledge
• Asking students to brainstorm about what they already know about a topic.
• Making explicit connections between previously learned concepts and new
ones
• Using graphic organizers and other visuals to show the connections between
students' prior experiences and new learning knowledge.
• Developing learning activities that are relevant to students' cultural experiences
• Asking students to think about and write down what they know about a new
topic and then share their ideas with a partner
• Teaching new vocabulary words by making connections to students'
background knowledge
31. Differentiate Instruction
Present information or allow students to access information
• Provide a range of choices to access the content (e.g., books,
audio, video in home language and in English)
• Make instruction more concrete by using pictures, charts,
demonstrations, graphic organizers, or timelines
• Use visual references about concepts
• Provide texts at different reading levels (newsela is a great
resource)
32. Differentiate Instruction
Encourage students to make sense of the information
• Provide a range of choices for students to practise what they
are learning
• Use flexible grouping
• Use hands-on activities
• Set up classrooms with learning centers (e.g., make available
audiotapes and CDs to assist students with their reading)
• Provide materials in different languages.
33. Differentiate Instruction
Encourage students to make sense of the information
• Offer a range of choices to express understanding including
multimodal methods using technology (i.e., create a slide
presentation, create a performance or role play, explain ideas
using Shadow Puppet or another similar app)
• Permit the option to work independently or in a group to
complete an assignment
34. • Allow ELLs to use instructional supports such as translated word
lists. As students' language proficiency increases, the level of
support is reduced.
• Allow ELLs to work in pairs or in small groups
• Encourage students to discuss what they are learning. As often as
possible, these conversations should be student led and interactive
• Focus on and provide feedback on the content of ELLs' responses
in English, rather than on their pronunciation and grammar. It is
normal--and not a sign of confusion--for them to draw from their first
language.
Practising Skills & Concepts
35. Assessing Content Knowledge
• Create test questions that incorporate aspects of the student's background
knowledge when applicable.
• Make sure the student understands how to respond to various test formats
(e.g., short answer, multiple choice, true/false)
• Preview the test with the student to ensure they understand the
terminology in the instructions, test questions, and key vocabulary.
• Permit students to use a bilingual dictionary
• Allow students to take the test with a teacher who speaks the same first
language who can offer translation supports or can explain words the
student does not understand
• Allow extra time to complete the test
• Utilize other options for assessing content knowledge, rather than a
traditional test, exam, or quiz.
37. Modifying the Curriculum for
ELLs
ESL Special Education
The focus is on language acquisition
and literacy.
The focus is on language remediation
and skill building.
Language of instruction is not their first
language; need time to acquire it
Language of instruction is generally their
first language.
Require vocabulary; may already know the
concept
Require much reinforcement and
repetition to develop concepts.
May come with high language skills in their
first language
Growth in areas of weakness may be
slow.
The barrier to learning is English. Having
a second language is a benefit!
A learning difficulty is the barrier.
adjust the language to the appropriate level
39. • Questions
• Pages in a text
• Chapters in a novel
• Choices on a multiple choice test
• Short answers questions on a test
• Canadian culture references that are key to
understanding
Eliminate
40. Substitute/Simplify
• Substitute short answer questions for graphic organizers, diagrams, or
cloze activities
• Substitute text based ‘Read and Answer Questions’ activities for key-term
vocabulary building
• Create a personal dictionary to use for all subjects
• Substitute English written responses with responses written in the student’s
first language
• Assess the student’s oral response instead
• Speak more slowly: use longer pauses between sentences and ideas; use
a natural pace rather than a slow, exaggerated one.
• Use multimodal techniques: use objects, pictures, labeled diagrams, and
videos; infuse demonstration throughout lessons; use gestures, body
language movement, and role playing.
41. • Your expectations for comprehension; focus instead on
vocabulary development.
• Extraneous information. Direct the student to the
page/paragraph where the answer can be found.
• Time spent on translation. Avoid translating entire texts
from English to the first language, and choose to only
translate the question and perhaps a few key terms.
• Use of jargon, slang, idiomatic speech, and figurative
language
Limit scope or depth
42. ACTIVITY Applying the ESL Rule
TASK: Consider how the ESL rule, strategies and supports, and other
information presented in class will inform your teaching in the J/I
context? (You can choose the grade level of your future block).
Discuss your ideas with a partner. Be prepared to share out with the
class.
43. • Supporting English Language Learners (1-8)
• Steps to English Proficiency
• English Language Learners ESL and ELD
Programs and Services (K-12)
• Many Roots Many Voices
• Supporting English Language Learners with
Limited Prior Schooling (3-12)
Ontario ESL Resources
RESOURCE
S
44. • www.readingatoz.com
• www.everythingesl.com
• www.storylineonline.com
• www.newsela.com
• Simple English Wikipedia
• iPads; Google- change language in settings/preferences
• Starting Points: Working with Young English Language Learners.
• New Instructional Model helps English Learners Succeed
Digital ESL Resources
RESOURCE
S
45. • Settlement Workers in Schools (SWIS)
• In Hamilton, SWISH
Local ESL Resources
RESOURCE
S
• proactively contacts newcomer parents and students to assist them with their settlement needs
• refers the families to more specialized community resources as needed
• provides group information sessions for newcomer youth and parents, often in partnership with
school staff
• provides orientation about the settlement needs of newcomers for school staff
• coordinates the Newcomer Orientation Week (NOW) and Welcome and Information for
Newcomers (WIN) programs, which take place in the last weeks of the summer in most schools
46. TASK: This activity will be done in pairs. Using an audio or video recording tool of your choice, capture your
response to the following question(s). This way you can reflect on it later when preparing for interviews.
ACTIVITY Interview Question
What should teachers know about students who are learning to
speak English? What are some general instructional practices
that are beneficial to English Language Learners? What should
you consider when assessing ELLs?
47. Burnette, J. (1999, November). Critical behaviors and strategies for teaching culturally diverse students. ERIC/ OSEP
Digest E584. ED435147. Retrieved on April 8, 2011, from http://www.eric.ed.gov:80/PDFS/ED435147.pdf
Calderon, M. (2007). Teaching reading to English language learners, grades 6–12: A framework for improving
achievement in the content areas. Thousand Oaks, CA: Corwin Press.
The Center for Public Education. (2006). Preparing English language learners for academic success. Retrieved on
April 20, 2011, from http://www.centerforpubliceducation.org/…mic-success.html
Cox, C., & Boyd-Batstone, P. S. (2009). Engaging English learners: Exploring literature, developing literacy, and
differentiating instruction. Boston, MA: Pearson Education, Inc.
The IRIS Center. (2011). Teaching English language learners: Effective instructional practices. Retrieved from
http://iris.peabody.vanderbilt.edu/module/ell/
Klingner, J. K., Hoover, J. J., & Baca, L. M. (Eds.). (2008). Why do English language learners struggle with reading?:
Distinguishing language acquisition from learning disabilities. Thousand Oaks, CA: Corwin Press.
The National Center for Culturally Responsive Educational Systems (NCCRESt). (2008). Academy 2: Culturally
responsive literacy instruction – What does it look like in the classroom. Module 5: Culturally responsive literacy.
Facilitator’s Manual.
References
Editor's Notes
I have fact/myth cards for the students that I made from paint sample squares from home depot (I just wrote fact on green cards and myth on purple ones).
You can adapt or skip this activity; these points will be addressed later on. I'm using this to prime them for the rest of the class.
The next slides will expand upon this. Students level of English, past schooling experiences, and SES are all contributing factors
These are a series of FAQs to stimulate discussion. Will permit time for students to briefly talk about each question in groups before I show the "answer" slides and we engage in a whole class discussion.
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
FAQ slide
Strategies
Strategies
Strategies
Strategies
When providing opportunities for students to practice skills or concepts...
Teachers should find ways to assess ELLs' content knowledge that is separate from their English language knowledge. Here are some suggesting for administering tests for ELL students
This is to clarify differences between ELL and Special Education
This is an acronym for remembering simple adaptations
Adaptions
Adaptions
These
Discussion activity
Ontario Resource Documents - could also have students explore the documents as a short activity (each person in a group scans a document) and they can report back to the table group - jigsaw style.
Of course time permitting on this.
Here are some digital resources for students to explore
The Settlement Workers in Schools (SWIS) Program is an initiative funded by Immigration, Refugees and Citizenship Canada (IRCC). The SWIS program places settlement workers from community agencies in elementary and secondary schools that have high numbers of newcomer students.
In Ontario, approximately 200 settlement workers from 20 different settlement agencies are based in schools in over 20 school boards across the province.
Can choose one question, or change/adapt those I selected. I have my students capture their answers via a voice recording on their smartphone. They can listed and reflect on their answers later.
I use this as preparation for future interviews etc. It's also a good way to model using audio to capture oral responses that they can use in the classroom with their students for reflection.
Citation information for the content on the slides