AT
in the General Classroom |
Group
Work: Task:
Please read the hypothetical
case study and documentation about a student we will call "Anna"
that we will use as the basis of this exercise. You will consult as a
team on this particular case. Each of you will take the role of one content
area classroom high school teacher (you choose). This exercise will have
the following components: Please see the SETT framework matrix.
Please see the SETT framework matrix. 4.
Convert your individual plans (item #3 above) to the “proper IEP
language” and format by completing the appropriate section(s) of
a students IEP (choose one of the on-line IEP generators or use one you
are familiar with). Remember this is an IEP based
on the IST input not a legally binding IEP—but the importance of
Team Consensus of the measurable goals, objectives and outcomes still
remains the same. This is probably the hardest part of the experience
-- for while each of you might try strategies and techniques out in your
classroom and have specific goals and benchmarks --the overall plan must
be clear, crisp but encompassing all the areas—it can not just list
4 specific goals from each of you —that would be too overwhelming
for a student. Consider the question: what difficulties/strengths does
this student have in each of our classes? What similar strategies/techniques
can each of us work on that reinforces each others efforts and helps this
student move forward?
I also used jigsaw activity in my lesson plan because with jigsaw activities, students take responsibility for one another’s learning, identify purpose and important concepts in a text, and report information gained. This approach is especially useful for second language learners because they can get support from their peers when they need it. Also, because the jigsaw procedure makes students responsible for the comprehension of all the students in their home group, students like Anna can rely on much more support than they might receive in many content areas. In addition, since Anna will also be responsible for presenting information to her group, she needs to participate in the small group discussion and ask questions to clarify her own thinking. Through the constant negotiating of meaning and continuous use of oral language each day in class, Anna can practice her speaking skills and be more confident in participating class discussions. In addition, Anna and other ESL students will maintain a dialogue journal with the history teacher. A dialogue journal is an ongoing conversation between student and teacher via the written word. This journal intends to help the history teacher and Anna gain insight into the Anna’s understanding and learning process. Teacher will respond to the content of Anna’s entries, not the form. Through this journal, Anna can demonstrate content knowledge, ask questions and clarify misunderstandings about content. Along with promoting written fluency, this journal will allow for a level of communication between Anna and the history teacher that is not typically possible in a classroom. Dialogue journals are also known to lessen anxiety and increase student motivation.
Copyright
© 2003 Yesim Yilmazel-Sahin. All rights reserved. Last Modified October, 2003.
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