...Classroom Scenario Analysis Rachel Hammer ELL240: Linguistically & Culturally Diverse Learners (ACV1340A) Instructor: Jessica Vargas November 4, 2013 In today’s classrooms, throughout America, there are a number of students who speak another language other than English. In fact, a majority of our classrooms consists primarily of English language learner students. For these students, interacting and participating in daily tasks, socially and academically, can at times be challenging. This added pressure and stress can wreak havoc for ELLs and can result in feelings of not belonging or loss of identity, their culture, family, or friends. They may also feel they lack the ability to fully express themselves through their native language. As teachers we need to take extra time and effort to understand that these students originate from diverse backgrounds, and some ELL students will have the learning skills that will enable them to pick up the English language at a more rapid pace than others. The reason for this seldom coincides with the student’s intelligence or motivation levels. Instead, we need to consider all the various learning strategies that can potentially help shape ELLs in becoming more confident in learning and speaking English. Throughout this assignment, I will thoroughly identify the different strategies that are presented throughout the classroom scenario, explain whether or not they are effective, describe how instructional input and scaffolding are used...
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...Week5-Final Paper (Classroom Scenario Analysis) To make curriculum accessible to English language learners (ELLs), teachers must be able to integrate strategies to help them develop social and academic language skills in English and provide support by using comprehensible input and scaffolding. Accommodations should be based on current theories and research in language and literacy development, and they should address the interrelationship between culture and language. For this assignment, you will read the "Classroom Scenario" from Pathways to teaching series: Practical strategies for teaching english language learners. In a five-to eight-page paper, complete the following: Part 1: Analysis Analysis the scenario by addressing the following: Identify the strategies used in the scenario to help ELLs develop social and academic language skills in English. Explain if these strategies are effective. Why or why not? Explain how instructional input and scaffolding are used to support ELLs. Discuss current theories and research in ELL development. Give specific examples of how the teacher used theory and research to support his practice. Provide specific examples to support your points. Make sure to discuss the teacher's or student's actions in the scenario, and align them to specific concepts learned during the course. Whenever appropriate, use course vocabulary to demonstrate your knowledge of how it is applied and activated in...
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...Classroom Scenario Analysis To make curriculum accessible to English language learners (ELLs), teachers must be able to integrate strategies to help them develop social and academic language skills in English and provide support by using comprehensible input and scaffolding. Accommodations should be based on current theories and research in language and literacy development, and they should address the interrelationship between culture and language. For this assignment, you will read the "Classroom Scenario" from Pathways to teaching series: Practical strategies for teaching english language learners. In a five- to eight-page paper, complete the following: PART 1: Analysis Analyze the scenario by addressing the following: •Identify the strategies used in the scenario to help ELLs develop social and academic language skills in English. Explain if these strategies are effective. Why or why not? •Explain how instructional input and scaffolding are used to support ELLs. •Discuss current theories and research in ELL development. Give specific examples of how the teacher used theory and research to support his practice. Provide specific examples to support your points. Make sure to discuss the teacher’s or students’ actions in the scenario, and align them to specific concepts learned during the course. Whenever appropriate, use course vocabulary to demonstrate your knowledge of how it is applied and activated in the field. PART 2: Action Plan Discuss next...
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...evaluation methods, performance standards, and feedback after the training is completed. Each of the five sales representatives will need training, however they are on different levels for sales knowledge and product knowledge and this needs to be assessed. The ultimate goal of the training will be to inform the sales representatives while increasing revenue for the organization. New Training Needs and Objectives The training needs within InterClean encompass product training and sales training. These are two areas both the older sales representatives and the newer representatives can always grow. This will assist the sales reps. sell InterClean’s products better through sales tactics and product knowledge. The demographic analysis will help determine the needs of each individual group. The older representatives are more advanced with their selling skills so they will need a different type of training then a newer sales rep. In breaking up the different sales representatives into two groups you separate them into their given skill sets. The newer representatives should be informed on basic sales tactics such as the four decision...
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...CURRICULUM Introduction As part of transforming South Africa, the educational landscape has undergone dramatic changes where ultimately teachers have to decide to either implement a curriculum as mandated or to adapt the curriculum to take into account their particular context. Teacher’s in South Africa battle on a daily basis with the effects of teaching large number of learners in an under-resourced context. Teachers are expected to adapt to those changes and such changes impact heavily on the roles of teachers in the classroom. They must find a way to facilitate teaching, learning and assessment despite difficult conditions. The gap between curriculum as intention and curriculum as reality confronts teachers regularly. The aim of this essay will address the narrow and broad definitions of the concept curriculum, as well as the official, explicit, implicit, covert and hidden curriculum as they are viewed by different authors. Defining Curriculum Two views on curriculum: Narrow and Broad Many educationists argue that awareness of different interpretations is important in developing a Good understanding of what curriculum is (Booyse & Du plesis, 2014: 4). However they make a point that different approaches, either as a blue print or adaption approach, may be appropriate for different situations. Take a closer look at the various interpretations: Eisner (1985) defines curriculum as a series of planned events that are intended to have educational consequences...
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...Hypothesis Identification Article Analysis Vanessa Redlinger RES 342 October 10, 2011 Roger Gibb Hypothesis Identification Article Analysis In an article entitled “The Teaching of Marketing Research in Relation to Industry Needs” from the Journal of Marketing, has a unique research question. The research question is how the subject matter of present marketing research courses compares with the type of work encountered in commercial research. The hypothesis was to find out what teachers were teaching in the classroom and find if it closely related to what those in the industry considered important and essential. The way this was accomplished was through having surveys completed by two groups – teachers and industry research personnel. Forty-six of the ninety teachers that received the survey responded. One hundred twenty-three of the two hundred seventy-seven of the industry research personnel responded. The survey questions were more open in nature, by not tying those surveyed to particular scenarios. Both groups were supplied with basically the same survey in which they ranked different items as essential, valuable but not essential, interesting buy not essential, or limited. Doing the survey in this manner helped remove any bias that might result from those being surveyed. The article also brought up an interesting side-note about one variable that was not considered in this particular survey. The ability of each individual teacher plays a large role in how students...
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...integration and PBL, perceive the created environment as a cultural system, according to Windschitl (1999). The research work was completed with open questionnaires and direct observations that were used to collect information about the process that is going on in this program. The data obtained was analyzed using the seven essential values of PBL proposed by Keng-Neo, Yih Chyn and Heng Chye (2001) that were related to Windschitl’s elements of a cultural system. The findings show that even when the program has most of the elements proposed by the authors mentioned above, the teachers do not have a deep 2 knowledge about constructivism and its philosophical principles, and they consider PBL just as an alternative way of teaching. A deeper analysis is required to establish which of the factors involved in creating a cultural system are present in this kind of programs and how do these factors contribute to that. Constructivism & PBL 3 Constructivism as a cultural system in an integrated curriculum program using Problem Based Learning According to Windschitl (1999b), constructivism is based in the belief that when a person learns, he is creating, interpreting and reorganizing knowledge individually, giving a personal meaning to knowledge (Coll, et al., 1999). This pedagogical approach can be conceived not as a didactic toolbox or an alternative to...
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...[pic] School of Business Syllabus MGT/350 Version 5 Critical Thinking: Strategies in Decision Making Lou Ferracane Course Start Date: 10/26/2010 Course End Date: 11/23/2010 Campus/Learning Center: Oklahoma City Campus Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright © 2009, 2006, 2004, 2003, 2001, 2000 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Facilitator Information Lou Ferracane ferracal@email.phoenix...
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...Course Prerequisite: Nil Objectives: The objectives of this course are to equip students with comprehensive knowledge and practical skills for managing training in their organizations. Course outcome: students should expose to all fields of ‘training and development’ in the business scenario. CONTENTS UNIT DESCRIPTION Introduction: Learning Theories ‐ Reinforcement Theory, Social Learning Theory, Goal Theories, Need Theories, Expectancy Theory, Adult Learning Theory, Information Processing Theory ‐ The basic principles of learning, The Learning Process , Mental and Physical Processes, The Learning Cycle, Learning curve, Learning styles. Analysis: Training Needs Analysis and Needs Assessment – Business, Performance, Job, Task, Learner, Context and Skill‐Gap analyses Design: Training Objectives – Training Deliverables and Instructional Strategies – Training Design Budgets and Schedules – Training Project Management. Development: Drafting Training Materials – Developing tests / assessments – Quality Control Issues Implementation: Train the Trainer Programmes – Classroom delivery of training – Non‐ Classroom delivery techniques viz. Computer‐based training (CBT), Multimedia training (MMT), Web‐Based training (WBT) – Management Development Programmes (MDPs). Evaluation: The role of Evaluation in Training – Evaluating Reactions and Learning – Evaluating the transfer of ...
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...the established standard if that standard is not set and the employee is not taught how meet it. To establish quality training the employees should be made to feel that they are important to the team and that the training is important to them. The training should also easily transition from a classroom or training environment to “real world” use. If classroom concepts are outdated or far-fetched the instruction is useless and employees will lose interest. Training should include some “hands-on” exercises when possible. “Role play” scenarios work very well for some positions also. Employee motivation is extremely important. Most training programs are established using a five step method. The first step is the Needs and Analysis step. This step identifies whether training is needed, what type training, who needs to be trained and how the training will be performed. There are two primary means to determine the type training required. The first is Task Analysis. Task Analysis is the better way to establish the training for new employees. This allows new employees to be trained to the already set company standard. The second way is Performance Analysis. Performance Analysis evaluates how current employees are performing their duties and allows training to be based on strengthening the weaknesses. The second step of the five step method is Instructional Design. During the instructional design phase the tasks, conditions and standards are established. Determination...
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...Yarbrough Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional Report II (SIR II), Course/Instructor Evaluations Questionnaire (CIEQ), Student Evaluation of Educational Quality (SEEQ), San Francisco State University...
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...conclusions that are drawn will be discussed. Fire Safety for Special Needs Students Project Name: Fire Safety for Special Needs Students Project Mgr: Linda Lee Learning Intervention It appears that the students in Ms. Lee’s special education class seem to be having difficulties learning basic survival skills. The classroom for children with special needs is designed like a home. Children are taught basic survival skills so that they will know what to do in an emergency. During a recent fire drill, the students held their hands over their ears instead of lining up at the door. Once we got them to the door we told them we are now going outside and four of the students turned toward the gym instead of toward the door that had been opened for them. In another case, while role-playing, the students were told that a classmate’s dress was on fire and was asked what to do, instead of answering that they should grab a blanket, throw it over the classmate and pull them to the ground, while patting the fire out, two students said throw water on it, six students said run, and the others did not answer. In another role-playing scenario, the students were told that their clothes were on fire and asked what to do, three students said to run instead of demonstrating stop, drop, and role....
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...investigation into the value of using drama in a Brazilian university classroom. Drawing on Di Pietro (1987) and Via (1976) on the advantages of using drama in language learning, from Mezirow (1990) and Schön (1991) on the importance of reflection for promoting meaningful learning, and from Donato and McCormick (1994) and Lukinsky (1990) on the e¤ectiveness of portfolios as a tool to promote reflection, the paper presents a case study of the use of drama in an oral skill class, describing the course structure and classroom procedures. It includes learners’ voices as taken from their portfolios, and evaluates results, presenting setbacks and possible solutions. Finally, it encourages the use of drama and portfolios for transformative and emancipatory learning. Introduction As teachers we are always looking for ways to improve our classes and motivate our students. Yet, teaching conditions may not be as ideal as we would like them to be. Sometimes we get too many students; often they have di¤erent proficiency levels; sometimes both problems arise in the same class. This was my situation: I had to teach a conversation class where the level of proficiency of the 37 students ranged from basic to advanced. Knowing that a traditional format would not work, the experiences of interactionists like Di Pietro (1987) and the actor/teacher Via (1976) helped me decide to bring drama and play production into my classroom. For students’ individual development, I drew from Mezirow (1990) and...
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...duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 16 Analysis of Country Risk Chapter Objectives Identify the common factors used by MNCs to measure country risk Explain how to measure country risk Explain how MNCs use the assessment of country risk when making financial decisions Explain how MNCs can prevent host government takeovers 2 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. What is Country Risk Analysis Country risk is the potentially adverse impact of a country’s environment on an MNC’s cash flows. An MNC conducts country risk analysis when it applies capital budgeting to determine whether to implement a new project in a particular country or to continue conducting business in a particular country. 3 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. Country Risk Characteristics Political Risk Characteristics 1. Attitude of consumers in the host country - a tendency of residents to purchase only locally produced...
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...STAFFING MANAGEMENT INSTRUCTOR’S MANUAL Four Recruitment and Retention Case Scenarios By Marcia R. Gibson, Ed.D. Project team Author: SHRM Project contributors: External contributor: Editor: Design: Marcia R. Gibson, Ed.D. Nancy A. Woolever, SPHR Sharon H. Leonard Courtney J. Cornelius, copy editor Kellyn Lombardi, graphic designer © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. Note to Hr faculty and instructors: SHRM cases and modules are intended for use in HR classrooms at universities. Teaching notes are included with each. While our current intent is to make the materials available without charge, we reserve the right to impose charges should we deem it necessary to support the program. However, currently, these resources are available free of charge to all. Please duplicate only the number of copies needed, one for each student in the class. For more information, please contact: SHRM Academic Initiatives 1800 Duke Street, Alexandria, VA 22314, USA Phone: (800) 283-7476 Fax: (703) 535-6432 Web: www.shrm.org/hreducation 08-0873-IM Introduction These recruitment and retention case scenarios are designed to be presented sequentially, since each scenario builds upon the previous one. They are intended for undergraduate college students. LearNING oBjectIVeS Students will learn to: Determine recruitment needs. Identify recruitment policies and guidelines. Determine a recruitment strategy. Develop a communication plan to implement...
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