Reflection: Trust and Respect Rates of Change - Section 2: Activity


English-language learners (ELLs) need many opportunities to interact in classroom discussions. Lets not fall into a pattern of allowing ELL students to be less involved in oral interactions. In order to help these students develop the language skills and be more engaged we must take into account a few things.

First is that not all questions are clearly understood by these students, and if that's the case, we should rephrase or clarify things in order to facilitate understanding. 

When asking questions, we must also wait long enough for students to consider the questions and formulate a response. Sometimes we move too quickly from one student to the other. When the ELL student perceives this, he/she tends to stay back and just listen. 

Maintain the same expectations and don't just call on ELL students to answer the "easy" questions. Some students may be turned off to participation if they know that the teacher expects them to respond to the low level knowledge questions. So I don't lower my expectations because of the language differences. 

When an ELL student answers a question and it is only partially responded to, or partially correct, what we should always do is encourage the student to ellaborate their response. ELLs usually know more than they might readily say, so even when correct, I ask them to explain and ellaborate. Of course, commenting positively about their effort and their english is always encouraging. 

Some ways we can respond to ELL student interventions are: 

   "You're absolutely right about that. Can you tell me more?"

   "Yes, that's good. What else do you know about that?"

   "Correct, great answer. How do you know that?"

   "That's a good answer. Can you tell me why that is important?"

   "Well said. that's good thinking" (then I repeat what was said)

One more thing I'd like to say is that since my native spanish speaking students know that I speak Spanish, I sometimes get responses in Spanish. I've found that most of the time, their answers were correct, so I've learned to simply ask the student to repeat the response in English. I also ask them to repeat their response when the answer is given in a mixture of both languages, which is very common with lower level ELL students. 

  ELL student participation in discussion
  Trust and Respect: ELL student participation in discussion
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Rates of Change

Unit 7: Functions
Lesson 9 of 11

Objective: SWBAT interpret slope in real world situations and compare rates of change in various linear functions.

Big Idea: Students interpret slope as a representation of rate of change modeled in real life circumstances.

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5 teachers like this lesson
Math, linear functions, algebraic function, modeling, rates of change, slopes, graph
  55 minutes
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