Teaching with Standards The role of standards in instruction WIDA understands that your instructional context is unique. For example, you might be teaching academic subjects with multilingual learners integrated into your classroom, or you might be collaborating as a content or language expert for your shared multilingual students. Regardless, the WIDA Language Development Standards can help you integrate language development and content learning appropriate to the grade level and proficiencies of your students. These standards represent the language students need to be successful in early childhood programs and Grades K
See also Section 7, Module 1. The teacher or a student would operate the keyboard, and the class would be asked to respond to what appeared on screen. The teacher might use the computer, for example, as a stimulus for eliciting oral responses from the class.
This approach worked very well with a variety of programs, e. I used the full-class approach with a class who were reluctant speakers of wida 2 0 writing a book target language. I used the screen as a focus and, with the help of various games devised largely by Barry Jones Homerton College, Cambridgestudents' confidence grew and they proved to be much more willing to "have a go" than if there was no focus for their eyes and the eyes of the rest of the class.
I also used the full screen with the CopyWrite component of Graham Davies's Fun with Texts software see Section 8below to promote discussion about language, in addition to an ancient piece of software, produced by the ITMA group, called Clues, which enabled you to mark up the same text in lots of different ways, including colour coding and various forms of gapping.
This, too, made a discussion about grammar quite palatable. It was possible to obtain printouts of some of the markups no colour printers then!
Here are two more ideas that date back to the early s: Lessons 10 and 11 on agreement and position of adjectives include sequences in which an adjective drifts across to a noun, slotting into the correct position either in front of it or behind it.
Camsoft German included sequences showing inverted word order in sentences beginning with a time phrase, and subordinate clause word order. Both sequences made use of animation, showing the verb wandering to different parts of the sentence.
It made inverted and subordinate clause word order look easy - which it is once you understand the rules.
There were also programs that illustrated the position of prefixes of separable verbs. Whole-class teaching went out of favour as computers became cheaper, and it is not unusual nowadays to find a school equipped with several networked computer labs, each one set up for a specific purpose.
There is no doubt that the availability of this kind of computer lab has its advantages, but it can also lead to the "battery chicken" approach to language learning, which sounded the death-knell for the language laboratory Davies In addition, many teachers find it difficult to get regular access to a computer lab.
The advent of lower-priced, high-quality projection equipment and the interactive whiteboard see Section 4.
Computer labs still, however, have still continued to play an important role, as indicated by Heather Rendall in Section 5 belowheaded Teaching in the computer network room. Computer lab work is very effective in offering the intensive one-to-one practice that language learners need, as claimed by two of the contributors to Module 3.
Some teachers believe that they are just another techno-gimmick, "an overhead projector on steroids", while others are brimming over with enthusiasm for this new presentation medium.
The following sections take a look at interactive whiteboards and the software that you can use with them. There are also links to selected resources that are available free of charge or from companies spacialising in IWB software. A selection of publications on IWBs can be found in Section 4.
This is not so. Any software can be used on an IWB - or on a stand-alone computer linked to a data projector, with the image projected on a standard wall screen: It's what you do with the software and how you interact with the class that makes the difference.
We've known this for years, dating right back to the days of the BBC Micro and the large TV set, which were used for whole-class teaching in the s, when Chris Jones wrote an article with a title that says it all: We pick up this theme again in Module 2. It can indeed be argued that interactive is a misnomer as applied to an IWB, insofar as it's not the board that is interactive, but the way in which the teacher uses it: Many teachers who are using IWBs are simply underutilising the technology.
Above all, you do need to adapt your presentation style.This Resources section is designed to furnish information to teachers who provide instruction in braille reading and writing to young children who are blind or visually impaired.
It includes the sources for the products and publications mentioned throughout this book. These listings also include. Aims. This module aims to familiarise the student with the basics of Computer Assisted Language Learning (CALL), beginning with a descrption of what CALL is all about, its historical development and an overview of different types of programs.
May 23, · WIDA ACCESS for ELLs Score Changes In order to align the assessments more with Common Core Standards and the rigor that is being asked of students, WIDA was has more challenging demands in all domains of language.
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