SED 590 Assessments and Questions
https://iris.peabody.vanderbilt.edu/module/dll/cr_assess/#content
Assessment
toddler with a child's bookTake some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
Describe the difference between a sequential and a simultaneous language learner.
List at least three factors that educators should consider when screening and evaluating young DLLs.
Why is it important to distinguish between a language difference and a developmental delay or disability?
Imagine that you are an early childhood teacher of four-year-olds. Nhia is a young DLL in your classroom who speaks Hmong and is learning English.
List at least three ways that you could collaborate with Nhia’s family to help support Nhia in the classroom.
Describe two reasons you would give the family about why it is important for Nhia to maintain his home language while he is learning to speak English.
Identify three ways to involve peers as classroom supports for Nhia.
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
Week 3
What is differentiated instruction?
Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.
How can teachers get to know their students? Make sure to include the three characteristics of students that are important for differentiating instruction and give at least two examples of how teachers can learn about each.
Happy TeacherMs. Hasbro has taught high-school Spanish for ten years. She would like to start differentiating instruction and needs to make some changes.
Explain why each of Ms. Hasbro’s classroom practices listed below is not a differentiated practice.
Describe what Ms. Hasbro can do differently with each of them.
Delivers instruction primarily by lecturing
Does not permit students to retake tests they have failed
Records zeros for missing assignments
Groups students at the beginning of the year based on the previous year’s achievement test scores
Gives bonus points for classroom participation
Gives a test every Friday
Think back to a class you took in high school. Describe both the class and how the teacher typically conducted it. Describe five elements that you would change to make it more differentiated. (Make sure to include at least one each for content, process, and product.)
Week 4
Secondary Transition:
Interagency Collaboration
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the information provided in this module.
Define the terms secondary transition and interagency collaboration.
Why is it important for schools to have a designated transition coordinator? List at least three of their responsibilities and explain how it might be difficult for a special education teacher to do them while also teaching during a typical school day.
Why is it important for school personnel to collaborate with other agency personnel to support transition for all students with disabilities?
List and describe the four stages of developing interagency collaboration.
Recall Marie from the Challenge. Marie has an intellectual disability and wants to attend college. Based on what you have learned from this module:
Identify two agencies the transition coordinator, along with Marie and her family, might collaborate with during the transition planning process.
Describe the types of supports these agencies can provide for Marie.
What would the transition coordinator’s role be?
Week 5 & 6
Classroom Diversity:
An Introduction to Student Differences
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
circle of diverse children
Student diversity in U.S. schools exists in many forms. List four ways in which students are diverse in today’s classrooms.
Imagine you are an eighth-grade social studies teacher whose students are learning about the voting process in the United States. What are four ways you could make sure your lesson is culturally responsive?
Zahara, a sixth-grade student who recently moved to the United States from Kazakhstan, seems able to express her needs and desires socially with her new peers and teachers. However, she struggles to understand the content presented in class and in the text.
Explain why Zahara might be more successful in social situations than in academic ones.
Describe at least three effective supports and strategies Zahara’s teacher might use to strengthen her learning outcomes.
You have just learned that you will have three students with disabilities in your classroom. List three ways you could better meet their needs.
Arlene is a ninth-grade student from a low-SES household. Though capable academically, she is not performing on grade level, does not complete or turn in her homework, and has difficulty staying engaged during her classes.
Identify at least three challenges related to low SES that might explain why Arlene is having difficulty in school.
After speaking to Arlene and confirming your suspicions, explain four ways you could help her to succeed in the classroom.
Week 5 and Week 6
Cultural and Linguistic Differences:
What Teachers Should Know
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
Why is it important for teachers to reflect on cultural and linguistic diversity?
Explain the difference between BICS and CALP. Why is it necessary for teachers to understand the distinction between these two types of language proficiency?
In the Challenge, Mr. Bennett wrote notes home to Maria’s family. Why might this have proved problematic? What other options might you recommend to Mr. Bennett for communicating with Maria’s parents?
Mr. Stone, a teacher from a rural community where all the students share similar cultural backgrounds, relocates to a large city where the students come from a wide variety of cultural groups. He notices that many of his students are not performing well in class. Upon self-reflection, he realizes that because of cultural differences these students may not relate to his style of teaching or to the stories and examples he uses in class. What can Mr. Stone do to become more culturally responsive and meet the diverse needs of these students?
https://iris.peabody.vanderbilt.edu/module/ell/cr_assess/#content
Teaching English Language Learners:
Effective Instructional Practices
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
Compare and contrast BICS and CALP. Name one point that you think teachers should know about second language acquisition.
Think about a lesson that you might teach. Briefly describe it and at least four types of sheltered instructional supports you might provide for your ELL students.
Watch the video below to see a second-grade teacher introduce the properties of matter (time: 3:11).
Identify four contextual supports that the teacher used to help her ELL students better understand the lesson.
Identify four contextual supports the teacher can change or add to improve her lesson.
The video below—courtesy of the Vaughn Gross Center for Reading and Language Arts—demonstrates ongoing research with ELLs. Identify three instructional supports used by the researchers in the video and explain why they are helpful to ELLs (time: 2:33).
List at least three things teachers can do when assessing ELL students to allow them to more fully demonstrate their knowledge.
Week 7 & 8 -
Wite your feedback (no more than one page)
Co-Teaching {Part I)
In part 1 of this series about co-teaching, the purpose of having general education
and special education teachers share instructional responsibilities for an inclusive classroom is overviewed. (Time: 2:47)
Wite your feedback (no more than one page)
Co-Teaching {Part 2)
In part 2 of this series about co-teaching, the necessary elements for successful
collaboration, as well as the roles and responsibilities for each teacher, are presented. (Time: 2:44)