当老师想让学生实践的学术语言和构建的理解,他们可以形成组织,使学生不同的语言和学术能力。确定这些团体的一个方法是在一个类中创建一个列表的所有学生,让他们在等级次序由语言能力或学术技能。老师可以形成群体通过第一个学生,最后一个学生和两个从中间形成第一组。下一组的老师可以将第二个学生,学生第二和两个接近中间。老师可以继续把学生从顶部,底部和中间,直到所有的组织形成。教师可以调整组织基于学生工作得很好。然而,教师需要记住的学生处于初级水平的语言能力可能没有疲软的水平的学术技能,或小对内容的理解。教师差异化教学计划时,需要记住的三个原则,有意义的任务,灵活的分组和正在进行的评估和调整。考虑学生的兴趣有助于确保有意义的任务。了解你的学生,英语的熟练水平,教训,相关背景知识和阅读水平或他们的准备,以及他们的兴趣和学习方式有助于确定合适的分组配置。也会评估是为计划提供信息,帮助老师知道如何调整相应课程。
新西兰坎特伯雷论文代写:学术语言和构建的理解
When teachers want to have students practice academic language and build understanding, they can form groups that bring students of varying language and academic proficiency. One way to determine these groups is to create a list of all the students in one class, putting them in rank order by language proficiency or by academic skill. The teacher can form groups by taking the first student and the last student and two from the middle to form the first group. In the next group the teacher can place the second student, the student second to last and the two left closest to the middle. The teacher can continue to take students from the top, bottom and middle until all of the groups are formed. Teachers can then adjust the groups based on what students work well with one another. Teachers need to remember however, that students who are at an early level of language proficiency may not have a weak level of academic skills and or little understanding of the content.When teachers plan for differentiated instruction, they need to keep in mind the three principles which are; meaningful task, flexible grouping and ongoing assessment and adjustment. Considering students interests helps to ensure that tasks are meaningful. Knowing your students, proficiency levels in English, background knowledge related to the lesson, and reading levels or their readiness, as well as their interest and learning styles help to determine appropriate grouping configurations. Also on going assessment is what provides the information for planning and helps the teacher know how to adjust the lessons accordingly.
