Spring colloquium eds 379 c

FINAL COLLOQUIUM PRESENTATION EDS 379C

Ashly Fysh - June 2013

Reflection on Teaching English Learners

a) Provide and reflect upon an example (or examples) from your artifacts that best illustrates how you have connected theory/theories about English language acquisition/development with your actual instructional practice during your credential year. Vygotsky – Abstract concepts must be linked to prior knowledge

that is gained sequentially. Children are able to communicate and learn from others through dialogue; therefore, high quality verbal scaffolding aids children's cognitive development. (Engaging Prior Knowledge!)

Stephen Krashen - Students require large amounts of time for actual reading, teacher directed instruction in comprehension strategies, opportunities for peer and collaborative learning, and occasions for students to talk to the teacher and each other about their responses to reading.

Reflection on Teaching English Learners

Equivocation and Paradox Activity:

Ask students to define both terms (Engaging prior knowledge!)

Define terms and give popular examples (Engaging prior knowledge!)

Assign examples from the text – students work with a partner to explain the meaning of the quote and why it is a paradox/equiv. (collaborative learning!)

Students create an original examples of paradox and equivocation with their partners and present. (collaborative learning/social constructivism!)

Reflection on Best Practice

b) Provide and reflect upon an example (or examples) from your artifacts that best illustrates how you have connected the content area standards with innovative curriculum and instruction in your content area classroom during your credential year.

Narrative Analysis of Grade-Level-Appropriate Text

3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.


3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explaintheir appeal.


Deliver oral responses to literature:a) advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages (i.e., make and support warranted assertions about the text).


3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

Reflection on Personal Growth

Provide and reflect upon an example (or examples) from your artifacts that best illustrates the way(s) in which you have achieved significant growth as a teacher from the beginning of your credential year to the present. Reflect upon this growth and how your example(s) are representative of your evolution from beginning to maturing teaching practice.

DAY 1: “Students take notes as they watch a biographical film about William Shakespeare. Students look for correlations between the Renaissance and William Shakespeare’s life/work.”

TPE 12: DEVELOPING AS A PROFESSIONAL EDUCATOR

Maintain a non-hostile classroom environment

One day in class, I overheard a student use an anti-gay slur as a put-down. I chose to address the comment, as though it were a opportunity for learning. I showed my students the website for the Gay, Lesbian & Straight Education Network (GLSEN) and specifically, one of their projects called “Think B4 You Speak”. The program tracks anti-gay slurs on social media pages. This lead into a great class conversation about how the misuse of words can translate to harassment.

TPE 13: Reflection on Personal Growth

Improve teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies

Throughout the school year, I distributed surveys that asked my students to evaluate my course, and teaching practices. This, along with analysis of student work allowed me to understand if I needed to make changes to meet my students’ learning preferences and needs. I learned that my students often felt board with the readings, so I looked for more creative ways to assess their learning.

https://jeopardylabs.com/play/macbeth798

Reflection on Personal Growth


