As we are taking part in our second day of training for the coursebook writers and curriculum writers Pro-D, we are looking at the facts and talking about how the New Curriculum of BC requires teachers to accommodate the learning styles and needs of our base clientele.
We are happy to welcome our well known presenter, Wendy Goodall who is going to be representing the special needs and ELL needs area of the education in our system.
We need to teach to where our students start, because as we begin our courses with where the students begin-we can scaffold to success. Making sure the material is coherent and relevant to the students we teach, otherwise we have lost them.
We need to remember it takes the average person 7-9 years to acquire academic language levels. Most of the students in our school have only really.
Current challenges in our current model and systems are, students with no content background knowledge; incapable of deducing slang; weak oral and writing skills.
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What can we do when we have a wide range of students (in regards to abilities) within the classroom?
What can we do to accommodate the different range of learners?
The challenge of trying to encourage the personal usage of English is crucial and approached in many ways outside of the classroom-writers have an opportunity to embed learning of English into the curriculum to emphasize personal usage of English in and outside of the classroom.
A great thing to incorporate into the classroom as supporting activities are the 5 stages of a second language learner. Taking a look at stage 1 and stage 5 there are some connections to Vocabulary induction via "PWIM"; as well as connections to scaffolding for learning.
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