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Description
Apply principles of differentiated instruction. Explore methods and strategies for identifying the needs of individual students who are in the process of acquiring English. Learn about differentiating content, process, and/or product in order to address and accommodate the different needs of students.
Learning Objectives
- ESOL Standards
Domain 3 (from Florida Teacher Standards for ESOL Endorsement 2010)
Participants
- Demonstrate knowledge of L2 teaching methods in their historical context. (3.1.a)
- Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. (3.1.b)
- Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. (3.1.c)
- Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. (3.2.a)
- Develop ELLs’ L2 listening skills for a variety of academic and social purposes. (3.2.b)
- Develop ELLs' L2 speaking skills for a variety of academic and social purposes. (3.2.c)
- Provide standards-based instruction that builds upon ELLs’ oral English to support learning to read and write in English. (3.2.d)
- Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. (3.2.e)
- Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. (3.2.f)
- Develop ELLs’ writing through a range of activities, from sentence formation to expository writing. (3.2.g)
- Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction (through traditional resources and instructional technology). (3.2.h)
- Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. (3.2.i)
- Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. (3.2.j)
- Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels. (3.2.k)
- Use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. (3.3.a)
- Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills. (3.3.b)
- Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels. (3.3.c)
Documentation Methods
Participants must document their learning by completing the following summative.
10 Reflections - Learner synthesizes previous knowledge and course content in
order to develop a narrative response.
The summative must meet 80% of the established criteria.
Project Team
Author: Adrienne Herrell, Ph.D., Sandi King, M.Ed.
Developed by Sandra Hancock, Ph.D..
Course Last Updated: 2023