Use storytelling in the classroom Introduction ELLs of diverse backgrounds may struggle to grasp content and may approach the content from very different perspectives.
Celebrate it every day. When my daughter was four years old and we were listening to Preschool classroom observation essay story, she said, "Mom, when I listen to Preschool classroom observation essay stories, I see pictures in my head.
Do you see the same pictures? First, she was describing what good readers do — visualize the story as they read while the details add up to a mental picture. Second, I was reminded that we all create mental pictures while reading, and that our pictures may vary greatly.
For example, when my children and I read the Harry Potter books, we discussed our different ideas about what Harry, Hermione, and Ron looked like. Now that I've seen the movie, I can't seem to remember what I thought they looked like! Perhaps what is most interesting about the visualization that takes place as we read, is that the pictures in our minds reflect our own experiences.
We connect what we read to our context, and we comprehend new ideas more deeply if we can relate to them. In a study on cross-cultural comprehension, subjects from the U.
When subjects read the passage about the wedding from their own culture "the native passage"researchers observed the following behaviors: When the subjects read the "foreign passage" about the other culture's wedding, they read the passage more slowly, recalled much less information, and produced more culturally-based distortions.
The results indicated that cultural context influences comprehension, and that this phenomenon occurs regardless of an individual's background. Although this study is 30 years old, I believe the premise holds true. It makes sense that if I were to read passages on both American and Indian weddings, I would recall more details from the American wedding because I've experienced it many times, and I would probably be able to produce a more detailed description of the event because it it more relevant to my experience.
What are the implications of this idea for teachers who must help a diverse student body retain valuable information about a variety of subjects? Here are some ideas to get started: Learn about your students' backgrounds and find culturally relevant resources to teach content.
One of the important steps of the Sheltered Instruction Observation Protocol model SIOP of teaching content to ELLs is to build students' background knowledge before teaching content by linking concepts to students' personal, cultural, or academic experience.
Reaching Reluctant Readers magazine: Students need to connect with literature on three basic levels: All students bring something to the classroom. You can start by researching your students' native countries, cultures, and educational systems. You may even want to study the historical figures, musical and artistic traditions, geography, and biodiversity of these countries so that you can connect your lessons to something that the students already know.
You can also find ways for your students to contribute their own cultural experience in the classroom. This may mean asking students to show how a topic connects to their lives or to give an example of a particular idea as they would experience it in their native country.
Students can bring music or art from their culture and describe its significance and meaning to their classmates.
Students can also interview their parents in order to learn more about their memories and experience. ELLs may find this valuable because even if they speak their native language with their parents and are surrounded by their culture at home, they may not have had an opportunity to talk to their parents about their parents' life experiences and values.
These strategies will work in mainstream classes as well. For example, if U. One word of caution if you plan to ask students to contribute their experiences to the class, as noted by Dr. Cynthia Lundgren and Giselle Lundy-Ponce in a recent article about culturally responsive instruction: Multiple sources are always a good idea for formulating knowledge about a particular subject.
More importantly, do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent.
Art There are many ways to bring educational content to life through art, and to use art as a starting point for discussing different cultural traditions. For example, in a history class, you may offer students a couple of different artistic representations of historical events from different perspectives, and ask whether a particular perspective resonates with their experiences.
Or you might want to compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones.srmvision.com features free Foreign Language lesson plans.
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ABOUT. Accreditation; Administration & Governance; Board of Trustees; Events Calendar; Foundation / Promise; Maps & Parking; Measure MM; Student Success Scorecard. The book Autumn Leaves by Ken Robbins is a quality non-fiction book that I believe should be included in early childhood classroom libraries.
There are numerous shapes and colors of leaves to be observed and discussed in nature.
May 05, · Saved Papers ; Free Essays on Preschool Observation. Search. Observation report. Observation Project When a child is born in this world they spit, drool, and cry.
They depend on their parents and/or guardians because they cannot fend for themselves. EDU Week 3 Individual Assignment Classroom Observation Summary.
EDU Week 4. Study Guide: Discussion Topics for OUT OF MY MIND. The novel opens with a powerful discussion of the power of words and language. How does this help capture the reader's attention?