Diversity and Multiple perspectives in my lesson plans My school is an international school. We don’t have different minorities, only Chinese and mixed-nationality students. As well as this, we always have new students transferring from other schools. Therefore, I designed the activities according to the following prospectivies: 1) Students from different backgrounds; 2) New students (newly transferred this semester) and old students (studying in this school since Grade One); 3) Students with different English levels. Here are the reasons I designed the activities from above prospective: 1 Since the topic of this unit is holidays, I let students use the questions: “Where did you...
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Module 5 unit 3 assignment 2
The following quote from Carol Ann Tomlinson’s book on differentiation goes a long to describing how we as teachers should look at for our class; “A great coach never achieves greatness for himself or his team by working to make all his players alike.” I found this a very interesting way at how we should go about planning the class. Indeed as outlined in Janelle Cox’s article, there are many strategies we can apply when accommodating for the different types of learners in our class. The focus on differentiation in our instructions to students has been on my mind a lot as I undertook this assignment. I found myself reviewing how I gave instructions before and where I did okay and where I needed to improve upon. The reassuring thing in all of this is knowing that our journey through differentiation is a continuous lifelong experience when we teach. There is simply no one way as all of us need time to formulate out understanding of what is being asked and our experiences up to t...
Module 5, Unit 2---Thinking Like An Assessor
The performance outcome is the first thing I will consider when I start the unit lesson plan. Only when students realize that they can use the language learned in the class in daily life, will they then become more confident and more interested in studying. In this unit, students need to learn how to use the simple past tense, which is pretty difficult for grade 2 students. They are too young to understand the theory or grammar structure, and feel bored quickly if the teacher just tells them how to use it directly. As for teachers, we can use different tasks to tell whether students really get what they have learned. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or product (Rudner & Boston, 1994; Wiggins, 1989). Summative: The student makes a holiday poster, giving the presentation about their holidays with simple past tense at the end of this unit. The teacher will write down some notes to...