Capstone Essay

Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).

The four effective practices are interdependent to one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning along with listening to the teacher can help with learning,

Some teachers have crafted a new and diverse way of grading students. No longer do they give their students test and quizzes, instead they assign a capstone project that is supposedly a more supreme way of evaluating and grading a student. Our group has decided that this way of grading is fallacious. Students should not be defined by one extensive and stressful project. Many students would procrastinate and maybe even wait until the last available chance to complete the project.

The four effective practices are interdependent of one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning, or using sentence frames that will allow English Learners to be able to participate in oral

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

Business Policy: A Team-Based Approach is the capstone that I selected for my degree plan. This course will round out all of the business core and concentration requirements by integrating their business principles and should provide me with a firm foundation in business decision making and problem solving. The prerequisites for this course are management principles, marketing principles, human resource management, corporate finance, or equivalents. All of which are addressed in this essay.

The activities strategized in the lesson plan can be accomplished in small group or as a class group with teacher lead instruction. This strategy will encourage students to have open dialogue about the choices and answers when collaborating with their groups or the class. Anticipation guides does an excellent job incorporating Structured English Immersion (SEI) strategies by stimulating their previous knowledge and making educational prediction of what may transpire on the

Most students come from different cultural background where they seldom speak English as their first language. Teachers have to look for a variety of instructional strategies that will meet the learning needs of every student depending on their learning needs by taking into considerations their readiness to learn, learning style and learning

ESL teachers will have ACCESS for ELLs® data that informs us how language learners communicate in the four domains of listening, speaking, reading, and writing. It is difficult to modify the cornerstone task prior to knowing the students in your classrooms, as students arrive with a wide variety of backgrounds which will impact their needs in the classroom. Some students may have an interrupted educational experience, some may be able to speak conversational English, and others may not have experience with English at all. Even students with the same language proficiency may have different instructional needs. Newcomers will certainly require more intensive scaffolding. Your ESL teacher has the experience and expertise to determine appropriate supports to meet diverse student language needs.

Research focused on effective instruction for ELLs indicates that success can be achieved when there is a consistent focus on content area language acquisition (Gibbons, 2002; Samway, 2006). According to Seidlitz (2010), this approach requires intentionally making content comprehensible to facilitate the development of academic language to ELLs. It is also required integrating academic language into all the content areas in order for teachers of ELLs to understand the importance of teaching both content and language (Seidlitz, 2010).

When teachers develop differentiated instruction strategies for students they provide several different avenues for the student to achieve the same learning goal regardless of which path they choose. Student choice in which avenue they ultimately select creates a sense of ownership with the students and actively engages them in the lesson. The different avenues all lead to the same learning goal just as many roads might lead to one destination. Differentiated thinking empowers teachers to be responsive rather than reactive to the unique and individual personalities,

I believe the most challenging aspect of teaching ELL is communication and gaining the students trust. Communication involves expression of thoughts and feelings into oral or written experiences through the facilities of the senses; consequently it is the listening, speaking, reading and writing. Being an English Language Learner at the age of four, I remember crying to communicate and express my fear of not seeing any family members around, my frustration of not understanding what the people around me are saying, and my helplessness to say what I need from them. My adapting and learning occurred when I felt safe and trusting of my teacher, classmates and

An ELL is an English Language Learner. There are countless and diverse people around the world who become ELLs for a variety of reasons. This could include fulfilling a language credit during the years of general education, or in order to acculturate to an English-speaking country or group of people. ELL’s bring their own preunderstanding of language to their learning experience, just as teachers bring their own unconscious bias to their classrooms. Teachers of English need to keep an open mind, and remember to be compassionate in dealing with their ELLs as there are a myriad of reason why they want or need to learn English. The needs of an ELL need to be addressed based on what their previous experiences have been, and what their reasons

English language learners are students who are unable to communicate fluently or learn effectively in English. They require specialized or modified instruction in both the English language and in their academic courses. As a future teacher I have the responsibility to provide adequate instruction that help build on students’ education, cognitive abilities and English proficiency. I will recognize and understand that ELL students come with their own language and culture. This is a benefit to their academic success.

I believe that all students no matter what language they speak or what culture they are, all have a right to education. The school system is responsible for offering quality education that will provide all students with the opportunity to fully develop their personalities and talents. As a future teacher, I believe that all students should have the opportunity to value their first language while learning a new language because it offers learners many advantages to grow as a student. After reading Stephen Cary’s book, English Language Learners, I have a greater appreciation and understanding of ELL students and how I can incorporate them in my classroom. Many essential quotes were expressed in the book, however I have narrowed my favorite down to five important aspects of teaching ELL students.