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This document discusses the importance of teaching foreign languages in classrooms. It notes that learning foreign languages activates different areas of the brain, is associated with higher SAT scores, and can help students achieve near-native pronunciation. The document also recommends ways to utilize foreign language teaching, such as immersing students in the culture through music, movies, fashion, and food from the target language country.
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Bilingualism and home language use
This document discusses the importance of bilingualism and home language use for students. It addresses sociocultural aspects like students feeling more comfortable using their home language over English. It also discusses cultural impacts such as students not seeing value in learning English if it's not used at home, and strategies for cultivating partnerships between home and school like asking students to bring in items from their home language. The role of school leadership is emphasized in ensuring students are proud of their home language and prompted to use both English and their native language.
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This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Bilingualism and Home Language Use
This document discusses several topics related to bilingualism and home language use including:
- The cognitive benefits of bilingualism for children and connecting them to family heritage.
- The importance of culture and language in the classroom experience for bilingual students.
- Strategies for schools to cultivate positive partnerships with homes of English language learning students, including making schools family-friendly, hosting family events, and encouraging parent involvement and feedback.
- The role of leadership in supporting bilingual students and their families.
Tesl 6476 heritage learners
The document summarizes a study on the Papahana Kaiapuni indigenous language heritage program in Hawaii. The study investigated how participation in the program influenced Hawaiian students and their families. Key findings included: 1) Students benefited academically and culturally from learning Hawaiian; 2) Students' new knowledge spread to their families and communities; 3) Some families and communities initially opposed the program but became more supportive as it achieved success in revitalizing Hawaiian language and culture.
Bilingualism and home language
Bilingual students face additional pressures from their culture, family experiences, and traditions that affect their language development. Educators can help cultivate partnerships between home and school by reaching out to parents sensitively and encouraging students to share cultural objects. They should also hold special classroom events to include parents and show they care. Evaluating the effectiveness of these partnerships can be done through formal and informal assessments as well as parent conferences and surveys with regular data collection. Ultimately, teachers must lead with compassion and integrity to transformatively educate every student and family.
Bilingualism and home language use
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This document outlines a proposed 6-week Indian culture unit for high school students. The unit will begin with lectures on Indian history and culture. Students will then watch and analyze two films, Gandhi and Lagaan, to learn about India. The next part of the unit focuses on reading, including the novel Nectar in a Sieve. Various activities are designed to improve reading comprehension. The overall goals are to help students learn about other cultures and increase cultural acceptance and interest in foreign topics.
Assure method
This document outlines a lesson plan for teaching 4th grade students about holiday traditions. There are 20 students in the class, consisting of 11 girls and 9 boys, along with some cultural diversity. The objectives are for students to identify and describe three holidays they do not celebrate through presentations, picture books, and showcasing traditions. The teacher will select methods like showing examples and discussions, and utilize materials like computers and art supplies. Students will participate through peer feedback and discussions, and their learning will be evaluated through checklists, rubrics, and assessments of their final projects.
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Bilingualism and home language use
This document discusses the importance of bilingualism and home language use for students. It addresses sociocultural aspects like students feeling more comfortable using their home language over English. It also discusses cultural impacts such as students not seeing value in learning English if it's not used at home, and strategies for cultivating partnerships between home and school like asking students to bring in items from their home language. The role of school leadership is emphasized in ensuring students are proud of their home language and prompted to use both English and their native language.
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Bilingualism and Home Language Use
This document discusses several topics related to bilingualism and home language use including:
- The cognitive benefits of bilingualism for children and connecting them to family heritage.
- The importance of culture and language in the classroom experience for bilingual students.
- Strategies for schools to cultivate positive partnerships with homes of English language learning students, including making schools family-friendly, hosting family events, and encouraging parent involvement and feedback.
- The role of leadership in supporting bilingual students and their families.
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The document summarizes a study on the Papahana Kaiapuni indigenous language heritage program in Hawaii. The study investigated how participation in the program influenced Hawaiian students and their families. Key findings included: 1) Students benefited academically and culturally from learning Hawaiian; 2) Students' new knowledge spread to their families and communities; 3) Some families and communities initially opposed the program but became more supportive as it achieved success in revitalizing Hawaiian language and culture.
Bilingualism and home language
Bilingual students face additional pressures from their culture, family experiences, and traditions that affect their language development. Educators can help cultivate partnerships between home and school by reaching out to parents sensitively and encouraging students to share cultural objects. They should also hold special classroom events to include parents and show they care. Evaluating the effectiveness of these partnerships can be done through formal and informal assessments as well as parent conferences and surveys with regular data collection. Ultimately, teachers must lead with compassion and integrity to transformatively educate every student and family.
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This document discusses strategies for teachers to effectively engage and communicate with parents of English language learners. It identifies important factors that influence students' language acquisition like their background knowledge, language proficiency, and view of education. The document recommends that teachers use communication methods like newsletters, technology, and cultural events to inform parents and get their support. It also suggests conducting surveys and observations to evaluate which engagement strategies are helping and emphasizes the teacher's role in building relationships with students and parents.
WORD CULTURES Lesson Plan
This document outlines a proposed 6-week Indian culture unit for high school students. The unit will begin with lectures on Indian history and culture. Students will then watch and analyze two films, Gandhi and Lagaan, to learn about India. The next part of the unit focuses on reading, including the novel Nectar in a Sieve. Various activities are designed to improve reading comprehension. The overall goals are to help students learn about other cultures and increase cultural acceptance and interest in foreign topics.
Assure method
This document outlines a lesson plan for teaching 4th grade students about holiday traditions. There are 20 students in the class, consisting of 11 girls and 9 boys, along with some cultural diversity. The objectives are for students to identify and describe three holidays they do not celebrate through presentations, picture books, and showcasing traditions. The teacher will select methods like showing examples and discussions, and utilize materials like computers and art supplies. Students will participate through peer feedback and discussions, and their learning will be evaluated through checklists, rubrics, and assessments of their final projects.
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The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
Bilingualism and home language use
This document discusses bilingualism and home language use. It focuses on the sociocultural aspects of bilingual students, the cultural impacts of bilingualism and using one's home language, strategies and resources for cultivating partnerships between home and school, ways to evaluate the effectiveness of these partnerships, and the role of leadership in supporting English language learners. The sociocultural aspects discussed include teaching styles, culture, and support systems. Maintaining communication between home and school is emphasized as beneficial for student success.
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This document discusses 5 key factors that affect language learning strategies:
1) Gender - Studies show females tend to use more language learning strategies, especially metacognitive strategies, compared to males.
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Assure method revision
This document outlines a lesson plan for teaching 4th grade students about holiday traditions. There are 20 students total, with slightly more girls than boys. The class is culturally diverse, with some students being Muslim, Jewish, or African American. Over the course of two weeks, the students will research and present information about three holidays they do not personally celebrate. They will demonstrate their knowledge through PowerPoint presentations, informational posters, and videos or podcasts. The teacher will provide guidance and materials for the students to complete the project with 90% accuracy.
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Five factors that affect language learning strategy use are:
1) Motivation - More motivated students use more strategies and choose strategies related to their motivational orientation like career goals.
2) Gender - Females generally use more strategies than males and engage more in social interactions outside class.
3) Age - Younger learners use simpler strategies while older students use more advanced strategies.
4) Socioeconomic status - Higher family income and parents' academic background provide resources and role models that facilitate learning.
5) Attitude and beliefs - Positive attitudes and beliefs boost confidence and openness to strategies, while negative ones limit strategy use and orchestration.
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This document discusses different types of bilingual education programs:
Transitional bilingual education uses a student's native language for up to three years to help them learn content while also learning English. The goal is for students to transition to English-only instruction.
Partial bilingual education aims to develop oral skills in both languages but does not focus on literacy in the native language.
Full bilingual education seeks fluency and literacy in both languages across all subjects. It aims to maintain both languages long-term.
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The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
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This document discusses bilingualism and home language use. It focuses on the sociocultural aspects of bilingual students, the cultural impacts of bilingualism and using one's home language, strategies and resources for cultivating partnerships between home and school, ways to evaluate the effectiveness of these partnerships, and the role of leadership in supporting English language learners. The sociocultural aspects discussed include teaching styles, culture, and support systems. Maintaining communication between home and school is emphasized as beneficial for student success.
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This lesson plan aims to help 5th grade students gain a deeper understanding of Native American culture prior to European settlement. The students will watch a YouTube video on a Native American children's story. They will then research more about Native American traditions using a WebQuest and create their own short story and cultural artifact to share on a class wiki. Parents will be able to view their children's work by following links on Twitter and Facebook. The teacher will screen the video in advance, set up the wiki, and require all students to contribute and explain their artifact. Finally, the lesson will be evaluated based on student participation and success and revised if needed.
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This document discusses creating a positive classroom culture that respects student diversity. It provides examples of culturally responsive teaching behaviors like demonstrating knowledge of student cultures, using multicultural materials, and allowing diverse forms of expression. Effective student behaviors include making connections between lessons and personal experiences or culture. The document prompts the reader to consider how they would include each student's culture, what diversity looks like in the classroom, and how to make connections to students. Suggested strategies include allowing students to share stories, giving input, and creating work groups. The reader is asked to consider how they currently acknowledge diversity and try one new idea in their classroom.
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The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
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This document discusses 5 key factors that affect language learning strategies:
1) Gender - Studies show females tend to use more language learning strategies, especially metacognitive strategies, compared to males.
2) Cultural background - Learners from different cultures tend to use certain strategy types at different frequencies. Asian students scored lower than Hispanic students on social interaction behaviors.
3) Age - Younger children rely more on cognitive and social strategies, while older children develop receptive, interaction, and error identification strategies.
4) Socioeconomic status - Higher SES is linked to better academic achievement due to role models, resources for children, and family income.
5) Motivation - Higher motivation leads learners to employ
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This document outlines a teacher's inquiry project on how to use English and literature to teach about stereotypes, prejudice, and discrimination in the classroom. The teacher proposes having students read books and materials that explore these issues. The goals are to start conversations around these topics, make students comfortable discussing issues like race and gender, increase awareness of stereotypes and prejudice, and empower students to stand up against discrimination. Key strategies include having teachers reflect on their own biases, providing a safe learning environment, and creating a more tolerant society within the classroom.
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This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of most ELL students in the US and why their families immigrated. The document also outlines important considerations for teachers in getting to know their ELL students, designing classroom activities, understanding sociocultural interactions, and helping students adjust to a new classroom culture and feel a sense of belonging. It discusses academic standards and assessments for ELLs in Texas specifically.
Assure method
This is an example ASSURE method plan for a class of Russian students who are visually impaired and trying to learn about Fourth of July activities.
Global connections iste conference 2010
Two schools in different countries, Escola Parque in Salvador, Brazil and Lovejoy Technology Academy in Lovejoy, Illinois, have collaborated for two years to help their students learn about each other's cultures and overcome language barriers. They communicate using tools like Skype, blogs, and discussion forums. In the first year, students researched each other's countries and discussed movies. The second year, they shared information on celebrations, hairstyles, and documentaries. Both schools hope to continue the partnership in a third year with projects on idioms, native peoples, and state name etymologies to further global understanding between the students.
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This document summarizes research on factors that influence second language acquisition. It finds that female learners tend to use language learning strategies more than males, and they especially use social and metacognitive strategies. Younger learners rely on simpler strategies while adults can use more advanced strategies. Parents' socioeconomic status and involvement in their children's learning also impacts ability and reading skills. Motivation for language learning can be integrative, relating to cultural interest, or instrumental, relating to practical value. Cultural backgrounds produce different strengths and weaknesses in students from different regions.
Assure method revision
This document outlines a lesson plan for teaching 4th grade students about holiday traditions. There are 20 students total, with slightly more girls than boys. The class is culturally diverse, with some students being Muslim, Jewish, or African American. Over the course of two weeks, the students will research and present information about three holidays they do not personally celebrate. They will demonstrate their knowledge through PowerPoint presentations, informational posters, and videos or podcasts. The teacher will provide guidance and materials for the students to complete the project with 90% accuracy.
5 factors affecting lls use
Five factors that affect language learning strategy use are:
1) Motivation - More motivated students use more strategies and choose strategies related to their motivational orientation like career goals.
2) Gender - Females generally use more strategies than males and engage more in social interactions outside class.
3) Age - Younger learners use simpler strategies while older students use more advanced strategies.
4) Socioeconomic status - Higher family income and parents' academic background provide resources and role models that facilitate learning.
5) Attitude and beliefs - Positive attitudes and beliefs boost confidence and openness to strategies, while negative ones limit strategy use and orchestration.
Four broad categories of bilingual education program
This document discusses different types of bilingual education programs:
Transitional bilingual education uses a student's native language for up to three years to help them learn content while also learning English. The goal is for students to transition to English-only instruction.
Partial bilingual education aims to develop oral skills in both languages but does not focus on literacy in the native language.
Full bilingual education seeks fluency and literacy in both languages across all subjects. It aims to maintain both languages long-term.
Five factors affecting language learning strategies by Nur Alia Syahida
This document discusses several factors that can influence language learning motivation and achievement, including motivation, socioeconomic status, learning period, ethnicity and culture, and age. It reports on various studies that have found motivation and socioeconomic status to be important influences, with motivated students and those from higher income families tending to perform better. Longer learning periods are also found to correlate with stronger language skills. Ethnicity and culture can impact learning strategies, and age is a factor as well, with younger learners generally absorbing a new language more easily than adults.
Unit plan day 4
There are 22 students in the 5th grade class, which consists of 10 girls and 12 boys. The students have experience researching and working in groups. On Day 4, the students will learn about conservation and how human actions affect the planet. They will listen to a podcast, have a class discussion, work in groups on a WebQuest, and present posters. Finally, the students will write a post on the class Facebook page about what they learned. The teacher will use computers, art materials, and an ELMO to facilitate the lessons and assessments.
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This document discusses the importance of language education in the 21st century. It notes that linguistic diversity is growing globally but language offerings in schools are limited. Technology can help address this by allowing students to interact and learn about other cultures through social media, videos, blogs, and communication apps. Specifically, the document proposes that classes create Facebook pages to share cultural information and connect with classes in other parts of the world to compare differences.
Food
The document discusses developing oral competencies for students according to their age by practicing what they learn in their environment. It also mentions a blog about different foods and their nutritional properties that will include resources like power point presentations, videos, songs, vocabulary and grammar topics.
Sei 503 powerpoint_classrooms
In order for bilingual families and school to work together, they have to both understand two different cultures.
Dual immersion on the rise in california
Dual immersion programs, where students are taught content in both English and another target language, have grown significantly in popularity since first being introduced in the United States in 1962. While Proposition 227 banned bilingual education in California in 1998, it helped pave the way for dual immersion to gain prominence instead. California now leads the country with 133 dual immersion schools across 80 districts. The Glendale Unified School District offers programs in seven languages and hopes to make all of its students bilingual by the end of primary school. As dual immersion expands, it provides benefits to both English and non-English speaking students by helping them learn not just academics but also about other cultures.
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Pillar presentation
This document discusses language education in the classroom. It notes that teaching languages can activate problem-solving centers in the brain, improve test scores, and help students achieve near-native pronunciation. Additionally, learning languages enhances cultural curiosity, improves memory, protects against cognitive decline, and can provide benefits even when started as an adult. The document recommends immersing students in the target culture through activities like introducing slang, playing music, watching videos, discussing fashion trends, and studying recipes from the language's country.
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This unit on families allows students to practice their French language skills. Students will learn vocabulary about family members and describe their own families through writing, speaking, and games. They will also read about three French-speaking families and learn about cultural elements. The unit focuses on collaboration, communication, and social skills as students work together to learn about each other's families.
Assure method monday
Olivia Fisher will teach a unit on Native American history to her 3rd grade class over 5 days. She will introduce the students to different Native American tribes, cultures, languages and ways of life. The students will be split into groups to research and present projects on assigned tribes. They will use materials provided by the teacher, including information from a Voki presentation and posters, to complete their projects with 95% accuracy.
Assure method monday
This document outlines a lesson plan for teaching 3rd grade students about Native American history. The teacher will split the class into groups and have them research different Native American tribes. Each group will create a presentation on the tribe they were assigned, including examples and items. Throughout the week-long lesson, students will learn about Native American culture, languages, foods, and ways of life. The teacher will use a Voki and posters to present information and assess student learning through group presentations and participation in class activities and discussions.
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The document outlines a lesson plan to teach 4th grade students about different holiday traditions. There are 20 students from various backgrounds, including 2 Muslims, 3 Jewish students, and 2 African American students. The objectives are for each student to name details of various holidays and the cultures they represent using materials like calendars, pictures, and videos. Students will discuss personal family traditions in pairs from different cultures and create videos and online greetings to share aspects of their own cultural holidays. The lesson utilizes various media and requires student participation through presentations and an interactive sorting activity to evaluate their understanding.
Assure assignment
The document outlines a lesson plan for teaching 4th grade students about holiday traditions from different cultures. There are 20 students from various backgrounds, including 2 Muslims, 3 Jewish students, and 2 African Americans. The objectives are for each student to name details of various holidays and the cultures they represent using materials like calendars, pictures, and videos. Students will discuss personal family traditions and create videos and online presentations to share their cultural holiday greetings, songs, or readings with the class. The lesson utilizes various media and will evaluate student participation and success at the end to revise the lesson as needed.
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This 5-day WebQuest introduces third grade students to Native American culture through group projects and activities. Each day focuses on a different aspect of Native American life: tribes and languages, tools and hunting/gathering, food and pottery, music and games. Students are assigned a tribe and create presentations and crafts throughout the week. On the final day, groups present their projects on the tribe's name, location, language, way of life, and artifacts. The teacher evaluates students based on their presentations, participation, and understanding of Native American history and culture.
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This five-day WebQuest introduces third grade students to Native American culture through group projects and presentations. On day one, students are assigned Native American tribes and begin research projects. Subsequent days focus on comparing hunting and gathering, crafting tribal tools and pottery, experiencing music and games, and presenting findings. The teacher evaluates students based on presentation rubrics and participation. The goal is for students to learn about Native American history, food, language, arts and way of life through interactive lessons and collaboration.
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Teaching holiday traditions to 4th graders. There are 20 students: 11 girls and 9 boys. There are 2 Muslims, 3 Jewish, and 2 African Americans.
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This document provides a lesson plan for teaching students about the cultures of children around the world. Students will research the roles and lives of children in four different cultures. They will then participate in a panel discussion where each student represents a different culture. The lesson involves using reference materials to research cultures, participating in a moderated panel discussion, and providing peer evaluations of panel performances. The goal is for students to understand how the privileges and responsibilities of childhood vary across cultures.
The Sound of the Common Core
This document discusses how to incorporate music into Common Core classrooms to foster collaboration, discussion, and deeper learning. It argues that quiet classrooms are no longer optimal and that music can help create student-centered environments that align with Common Core standards. Specific tools like Pandora, Spotify, and YouTube are recommended for accessing music to set moods, engage students, and support different types of learning activities. The document advocates putting music selection tools in students' hands and references research on how background music can benefit learning and behavior.
Ci 355
This document outlines a lesson plan for teaching 4th grade students about holiday traditions. The class has 20 students from diverse religious and cultural backgrounds. The plan involves analyzing the learners, stating objectives, selecting methods and materials, utilizing media, requiring learner participation, and evaluating progress. Students will break into groups based on their own holiday celebrations and teach their peers. They will also watch videos, craft items, and learn songs from different cultures over the two-week lesson. Daily evaluations and a final test will assess if the students meet the objective of demonstrating understanding of various end-of-year holiday traditions.
English 9 Q1 Week 9
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content standards, learning competencies, procedures, and reflections for lessons on celebrating self-worth through a speech choir presentation. Key points covered include analyzing poems on positive traits, crafting advice poems and columns, rehearsing a selected poem, and performing the speech choir presentation with a focus on delivery, voice, and audience impact. Formative assessments are built into the lessons to evaluate student understanding.
First assure
I will teach my 4th grade class of 20 students about holiday traditions from various cultures like Muslim, Jewish, American, and African American cultures. The class consists of 11 boys and 9 girls, with some students from each of those cultural backgrounds. I will use educational videos, PowerPoints, crossword puzzles, word searches, worksheets with cut-out pictures, and food from the holidays. The objective is for 82% of students to know the holiday traditions after two weeks. Students will participate in activities, discussions, and presentations to apply what they learn.
Individualizing Programmed Materials
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Bernadette Pierre
Bernadette Pierre is a highly experienced teacher with over 30 years of experience teaching various grades and subjects. She is deeply committed to inspiring students and helping them pursue their passions. Some of her accomplishments include implementing a successful recycling program inspired by a student, coaching numerous performing art students who achieved provincial recognition, and fostering an environment where students achieved high rankings in math competitions. Bernadette has also pursued additional training in areas like special education, teaching strategies, and the arts to further develop her skills.
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Netflix
Netflix is a streaming service that allows users to create profiles, lists of movies to watch, and be exposed to popular and recommended films from around the world. It is considered a true "Web 2.0" application because it lets users build an online video library and receives suggestions based on their ratings and choices. The document also discusses how Netflix can be used educationally by exposing students to foreign languages and films, documentaries on social issues, and films adapted from classroom readings.
Final project unit plan
This five-day unit plan aims to teach high school biology students about the basic anatomy and functions of the human brain through various online resources, lectures, and a group presentation project. On day one, students will learn about amazing brain facts and the overall unit schedule. Day two focuses on brain anatomy, including lobes and functions. Cranial nerves and the central nervous system are covered on day three. Days four and five provide time for students to work collaboratively in groups on a project about the brain, which they will present to the class and teachers on day five with a goal of 95% accuracy. Formative feedback will be gathered from students throughout the unit to improve instructional materials and technology use.
Final project unit plan
This 5-day unit plan aims to teach high school biology students about the basic anatomy and functions of the human brain through various online resources, games, lectures, and presentations. On day 1, students will learn about amazing brain facts and the overall unit project through an introductory video and discussion. Days 2-3 focus on brain anatomy, including lobes, cranial nerves, and systems, using videos, lectures, and assignments. Day 4 is a project workday where students collaborate in groups. On the final day, student groups will present their projects to the class and teachers, demonstrating their understanding of the unit's key topics. Throughout, the teacher will assess student comprehension and solicit feedback to improve instruction.
The human brain unit plan
The unit plan involves a four day lesson on the basic anatomy and functions of the human brain. On day one, students will watch an introductory video and learn about the unit objectives. Day two focuses on brain lobes, functions, and vocabulary through podcasts and a webquest. Day three covers cranial nerves and the central nervous system via videos and lecture. The final two days are for student groups to research their assigned topic and create a presentation to demonstrate their understanding of the human brain.
Ci 350 power point assignment 9.17.13
This unit plan is for a 5-day high school biology unit on the human brain. The unit is designed for non-honors 14-18 year old students with various learning styles and backgrounds. The objective is for students to describe the basic anatomy and functions of the human brain with 93% accuracy using various online resources, games, lectures, and presentations. The unit consists of introducing amazing facts on day 1, covering anatomy on days 2-3, and having students work on and present their group projects on days 4-5 to demonstrate their knowledge of the human brain. Technology like YouTube, SmartBoard, and interactive websites will be used during instruction.
Pinterest tutorial final
Pinterest is a social media application that allows users to create boards to organize and share content they find online through "pins". It encourages collaboration by letting users see what others are pinning and comment on pins. In education, Pinterest can be used to create class boards where students can explore topics and share resources. Students can compile information for research projects through pins without spending class time. While it provides visual inspiration and organization, Pinterest also has limitations like potential copyright issues and dead links over time.
Poster assignment 10.9
The human brain contains 5 main lobes - the frontal, parietal, temporal, and occipital lobes, as well as the brain stem. Each lobe is responsible for different cognitive functions - the frontal lobe is involved in reasoning and motor skills, the parietal lobe processes sensory information, the temporal lobe handles memory and language, and the occipital lobe processes visual information. The cerebellum and brain stem regulate vital body functions.
Poster assignment 10.9.13
The human brain contains four main lobes - the frontal, parietal, occipital and temporal lobes - each of which is responsible for different cognitive functions. The cerebellum coordinates movement and balance while the brain stem regulates basic functions essential for survival like breathing and heart rate.
Assure method assignment 9.5.13[1]
The teacher will provide a 3 day instruction on holiday traditions to 4th grade students from various religious and cultural backgrounds. The objectives are for students to compare and contrast their own traditions through group presentations and posters with 95% accuracy. Materials will include books, student experiences, music, images and online searches. Students will correct the teacher's assumptions about traditions and present their own traditions to peers. The teacher will evaluate student learning through presentations and posters, and get feedback during instruction to revise future lessons.
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Pillar presentation
- 1. Foreign Language Pillar By Carmen Dial, Emily Ferguson, Rebecca Mills, and Cinda Newlon
- 3. Definition • the teaching of languages, native and foreign, in the classroom
- 4. Importance • Activates cognitive problem centers in the brain • Higher SAT scores in verbal and math portions • Can achieve near native pronunciation and intonation • Enhances curiosity about other cultures
- 5. Importance • Improves memory, multitasking, and understanding of primary language • Staves off dementia and Alzheimer’s Disease • Never too late to reap benefits-can start as an adult
- 6. Utilization • Immerse the students in the culture a. introduce the students to interesting slang or phrases -split students into groups and have them use slang in conversations in a discussion board -have students create a blog using the language they are learning
- 7. Utilization b. play popular music -have the students find music from the country and present it to the class -download several songs from iTunes and have group projects where the students research the band, where it is from, and find and interesting fact, then present it to the class -have the students research a popular band and present in a podcast as if they were interviewing the band
- 8. Utilization c. Watch movies or soap operas -post videos on a Facebook page for the class and have students watch and comment on them -watch the videos in class and create a discussion board for the class with specific questions -split the class into groups and have each group create a movie or soap opera all in the foreign language
- 9. Utilization d. Introduce them to popular fashions -have the students dress in traditional or popular clothing that they discovered online through research -split the class into groups of traditional and current fashion trends, have them research these fashions and present to the class with posters
- 10. Utilization e. study menus or recipes from the country -bring in samples of food -have a class cooking day
- 11. References Abbott, M., Caccavale, T., & Stewart, K. (n.d.). Retrieved from http://www.actfl.org/advocacy/discover-languages/for-parents/cognitive Merritt, A., , , & (2013, June 19). Why learn a foreign language? benefits of bilingualism. Retrieved from http://www.telegraph.co.uk/education/educationopinion/10126883/Whylearn-a-foreign-language-Benefits-of-bilingualism.html Retrieved from http://www.cal.org/resources/pubs/whyhowwhen_brochure.pdf Retrieved from http://www.wahm.com/articles/how-to-introduce-children