TEACHING PRESERVICE TEACHERS (PSTs)
TSL3520: ESOL Foundations: Language & Culture in Elementary Classrooms
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Signature Activity 1: Language Map
As one of the first-day-of-class activities, students are asked to create their own language map. After provided with my own example, which illustrates the languages around my life rather than the languages in which I am proficient, students spend time to creatively draw their own language map and then share within a small group. The activity allows students to be more aware of the languages they were exposed to in their life as well as understanding the variety of languages used in their life. Because the activity shed lights on students' conceptualization of languages, I was encouraged to implement this activity in my dissertation research.
As one of the first-day-of-class activities, students are asked to create their own language map. After provided with my own example, which illustrates the languages around my life rather than the languages in which I am proficient, students spend time to creatively draw their own language map and then share within a small group. The activity allows students to be more aware of the languages they were exposed to in their life as well as understanding the variety of languages used in their life. Because the activity shed lights on students' conceptualization of languages, I was encouraged to implement this activity in my dissertation research.
Signature Activity 2: Cultural case: "What will you do?"
As an introductory activity to the lesson about culture/immigrant/refugees, students participated in a cultural case activity to simulate specific cultural situations that might occur with English language learners (ELLs) in their future classroom. After a quick brainstorming activity where students individually write down words and ideas they associate with culture, students were divided into 9 small groups. Each group was assigned to specific case and was asked to discuss and come up with a way to approach each case as a teacher. The groups were also asked to discuss the kinds of cultural challenges ELLs might face and how the specific case relates to the concept of culture.
As an introductory activity to the lesson about culture/immigrant/refugees, students participated in a cultural case activity to simulate specific cultural situations that might occur with English language learners (ELLs) in their future classroom. After a quick brainstorming activity where students individually write down words and ideas they associate with culture, students were divided into 9 small groups. Each group was assigned to specific case and was asked to discuss and come up with a way to approach each case as a teacher. The groups were also asked to discuss the kinds of cultural challenges ELLs might face and how the specific case relates to the concept of culture.
Signature Activity 3: Parent involvement Bingo & Ecological system
In order to engage students in the lesson topic: Parent communication & primary language support, the lesson begins with a bingo game activity that includes various parent/family involvement ideas. Students can call out a space on the bingo board by providing a concern or benefit of one of the ideas. After this warm-up activity, students watched a brief video about Bronfenbrenner's ecological system, which helps students to understand different contextual factors that are at play when an student enters a classroom. In groups, students are asked to create an ecological systems model with an English language learner (ELL) in mind.
In order to engage students in the lesson topic: Parent communication & primary language support, the lesson begins with a bingo game activity that includes various parent/family involvement ideas. Students can call out a space on the bingo board by providing a concern or benefit of one of the ideas. After this warm-up activity, students watched a brief video about Bronfenbrenner's ecological system, which helps students to understand different contextual factors that are at play when an student enters a classroom. In groups, students are asked to create an ecological systems model with an English language learner (ELL) in mind.
Signature Activity 4: Language immersion
As part of understanding the application of comprehensible input and language demands, the students learned math content through a language immersion experience. The entire activity is delivered in Korean and incorporated various strategies they previously learned, such as activation of background knowledge, use of visual aids and realia, gestures, choral response, graphic organizer, and sentence frames.
As part of understanding the application of comprehensible input and language demands, the students learned math content through a language immersion experience. The entire activity is delivered in Korean and incorporated various strategies they previously learned, such as activation of background knowledge, use of visual aids and realia, gestures, choral response, graphic organizer, and sentence frames.
EDG4930: China 4+1 Practicum 2 Seminar
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Signature Activity 5: Worksheet workshop
In order to develop international preservice teachers' skills to adapt worksheets and handouts found from internet resources, I designed a workshop activity that will allow students to creatively design worksheets and share different technology they incorporated. This hands-on activity encourage international preservice teachers to adapt, create, and design worksheets based on students' levels, needs, and the content when they planned and taught their own lessons later in the semester.
In order to develop international preservice teachers' skills to adapt worksheets and handouts found from internet resources, I designed a workshop activity that will allow students to creatively design worksheets and share different technology they incorporated. This hands-on activity encourage international preservice teachers to adapt, create, and design worksheets based on students' levels, needs, and the content when they planned and taught their own lessons later in the semester.
Signature Activity 6: Photo data analysis
As students engage in teacher inquiry in their practicum classroom, analyzing the data collected from their inquiry or wondering is not a straightforward process to novice practitioner researchers. Inspired by Dana and Yendol-Hoppey (2008) and the practitioner research course I have taken with Dr. Nancy Dana (EDG 7982), I designed an activity using photos to thematically organize and categorize "data".
As students engage in teacher inquiry in their practicum classroom, analyzing the data collected from their inquiry or wondering is not a straightforward process to novice practitioner researchers. Inspired by Dana and Yendol-Hoppey (2008) and the practitioner research course I have taken with Dr. Nancy Dana (EDG 7982), I designed an activity using photos to thematically organize and categorize "data".
Signature Activity 7: Learner's badge
As part of preparing students for their literacy autoethnography, I provided an activity for students to create their own learner badge. The activity encourages students to think about who they are in general and question who they are specifically as a learner. This also promoted students' self-reflection as they strive to finding balance in their academic life in their very first semester as a graduate student.
As part of preparing students for their literacy autoethnography, I provided an activity for students to create their own learner badge. The activity encourages students to think about who they are in general and question who they are specifically as a learner. This also promoted students' self-reflection as they strive to finding balance in their academic life in their very first semester as a graduate student.
Signature Activity 8: Visual representation: Teacher I had vs. Teacher I aspire to be
Using visual representations as a potent tool to communicate students' backgrounds and beliefs, students were asked to create a visual representation of "the typical teacher I had" and "the teacher I aspire to be". The activity facilitates' students' self-reflection and goal-setting as well as need assessments for me as I move forward preparing international preservice teachers in the course.
Using visual representations as a potent tool to communicate students' backgrounds and beliefs, students were asked to create a visual representation of "the typical teacher I had" and "the teacher I aspire to be". The activity facilitates' students' self-reflection and goal-setting as well as need assessments for me as I move forward preparing international preservice teachers in the course.