TE 402: Teaching Social Studies to Diverse Learners

Class 7February 24, 2011

Agenda

Our ELL experience “The Circuit” For next time Focus on the Field

Juanita

Area: 1,141,748 Kms cuadrados.Población: 45.590.000 personas (Proyeccion Dane)Capital: Bogotá.Principales ríos: Magdalena y Cauca.Punto mas alto: Sierra nevada de Santa Marta 5980 msnm.Ciudades principales: Santa fe de Bogota, Medellin, Cali, Barranquilla, Bucaramanga, Pereira, Cartagena.Observación: Es el unico país en Sur América con costas en los océano Atlántico y Pacifico.

Youtube

http://www.youtube.com/watch?v=VxDxK8iMBvk

Debrief

How can we make social studies content and skills accessible and meaningful to ELL students?

How do we teach sensitive social and civic topics to students?

BREAK

Your thoughts:

Start, Stop, and Continue

Reflect on what is within my ability or the class to start, stop, or continue doing

I acknowledge there are things we’d love to change but we don’t have control over them

“The Circuit”

Count off by four Find your group- take book and pen with you

1. Take couple minutes and find powerful quotes

2. Write down on slips of paper and shuffle together In your groups you will take turns drawing one

paper from pile. Read your sentences or questions to one another. As you hear one another’s responses you will jot

down the ones you want to hear more about. When everyone has shared, you will begin the

discussion in your group by asking each other about the responses you want to hear more about! Take turns leading the discussion in your group.

Jiménez writes about life as it was for a migrant worker some fifty years ago. Do you think that the lives of migrant workers are better today? If you're not sure, how can you find out?

Before his family moves to the United States, Panchito's brother Roberto believes that in California people sweep money off the streets. Reality for the family proves to be much different. How would you describe the California that Panchito's family moves to? Is it a place where you would want to live?

"Miracle in Tent City" tells of the faith of Panchito's parents — faith which enables them to maintain hope when a hospital tells them that their child will die. Do you think that faith can help people endure hardship? What kinds of faith do you see around you?

At school, Panchito's brother Roberto gets hit with a ruler for not following directions that he can't understand. The directions are given in English but Roberto speaks only Spanish. What do you think it's like to try to learn in school when you don't speak the same language as everyone else? How do you think that schools and teachers in the United States should help students who don't speak English at home?

In "Christmas Gift," Panchito's family meets a man and a woman who are even poorer than they are. Does anyone in Panchito's family help the couple? How?

In "Learning the Game," Panchito's friend Gabriel refuses to pull a plow. Because of his refusal, he is fired and sent back to Mexico. Why do you think that it's so important for Gabriel to draw the line at pulling a plow? Do you think that it's worth the price he pays?

http://content.scholastic.com/browse/collateral.jsp?id=669_type=Book_typeId=1207

Pick two and write about them:

Imagine that Jimenez will be visiting our class. What are the top three questions you would most like to ask the author about his book?

Create questions prompted by omissions, contradictions, ambiguities, unsupported assumptions or unacknowledged ethical dilemmas you find while you read the book. Write them down.

What are the pressing issues brought up in book? What struck you most from the article? the idea I most take issue with in the text is … the most crucial point in the book is … the part of the book that I felt make the most sense

to me was … & the part that was most confusing was …

Cruz and Thornton, "Social studies focused ESOL research”

Cruz and Thornton, “Controversial Issues”

Thinking like a teacher…Would you use this book?Which GLCEs would the book teach? (which

discipline)How would you contextualize it for students

(note: the author uses no dates in the stories)How would you draw “text to world”

connections – how does this book connect to students’ lives beyond school?

English Language Learners

ELL- not necessarily born in the US, cultural background differs from lifelong America. SS context nationally and excludes global- Class and linguistic capitol Joy of working with ELL Expect with new students – silent period to respect –

takeoff point couple months later Build on their capitol. Show parents around and what

they know in their primary language Conversation vs academic language acquisition

Invite friend speak another language – feel what encounter is like

In your own elementary classrooms? In your field placements?What are some effective strategies you’ve

seen/used?What are some ineffective strategies you’ve

seen/used?

Teaching social studies to ELL students

How can we make social studies content and skills accessible and meaningful to ELL students?

How do we teach sensitive social and civic topics to students?

ESOL: English to Speakers of Other Languages ELL: English language learners LEP: Limited English Proficiency Lau v. Nichols, 1974

Civil rights case brought by Chinese Americans in San Francisco, CA with LEP

They sued the school district claiming they were not receiving the academic support they needed because of their LEP status (arguing they had rights from the Civil Rights Act of 1964/14th Amendment)

U.S. Supreme Court found the school district lacking linguistically-appropriate accommodations, ruling in favor of the students and their families

Social studies is a content-rich subject requiring familiarity with historical terms, government processes, vocabulary

Social studies often focuses on the history of the United States, stories that are often familiar to native children, but less so to children from other countries

Historical texts can be challenging enough for native English speakers (language, sentence construction)

Requires students to take a position/make an argument that might be in disagreement with others, which often contradicts students’ cultural upbringing

Some concepts (e.g. core democratic values) do not exist across all cultures

Culturally sensitive pedagogy Selecting topics that have relevance to students’ lives beyond school

Immigration Intellectual, political, social contributions of various cultural

groups Setting up listening centers for students to listen to recorded class

discussions Incorporate students’ personal stories and experiences into the

curriculum Use many and varied visual cues (maps, photographs, diagrams) Consider having longer “wait time” Use of peer tutoring

For Next Time Lemov (2010a) and Lemov (2010b)

Anderson’s Fever – important

DUE next week

DUE: Museum Digital Storyboard Assignment

Come to class with ideas for microteaching lesson Sign up for topic New groups?

Spring Break - when we return we start microteaching

Focus on the Field

Lindsay Chelsea Jessica