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Differentiated for equity

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“One of the ways teachers may be told to meet the needs of their culturally and linguistically diverse classrooms is to differentiate instruction” (Baecher, Artigliere, Patterson & Spatzer, 2012). As I read readings for this week, I started thinking about the importance of differentiated for equity.  I have a strong opinion of differentiated instruction making education more equal and efficient. Not only for language learners, but also for marginalized students and student from minority groups. Differentiated instruction is not making a distinction between different groups of student. However, it is a positive strategy to inquire equity for students with special needs. As there are a lot of concerns about curriculum and teacher’s quality in the chapter 7, I believe that to inquire differentiated instruction for English learners, we need to differentiate curriculum and give our teacher a stage to learn differentiated instruction skills. To inquire the...
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I'm Bilingual! What's Your Super Power!

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My first year teaching, my principal at the time told me that she was going to put the ESL kids in my class. I told her that I did not speak Spanish. She said that is was fine, and that I would be okay. Then she smiled and said, "Besides, not all of them are Hispanic. You will have one Japanese girl and a Haitian boy, so think of the wonderful experiences you'll have!" She said this with a sarcastic tone. But, I will say that I learned so much that year. I learned that these kids are tough, creative, talented, and look at being bilingual as a "super power" that only some kids are privileged to have. The readings this week talked about the different ESL programs and talked about the history of those programs as well as the history of knowledge and the understanding of the philosophies of knowledge. As I read the article "Learning Theories and Historical Events Affecting Instructional Design in Education", it just reminded me how much educatio...
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MS ELL and Accommodations

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MS ELL Imagine walking into school on a random Monday in November to a new school...new classmates, new teachers - yes multiple because it’s middle school, and a new language… Imagine walking into class on a Monday in November where you have an ebb and flow with your students in each of your 6 classes a day, they know the strategies to solve equations or the steps to solving your science experiments, and now you have a new student that doesn’t speak any English in a class full of native English users...what do you do?! The meme above is a reference to the idea of how something can be so confusing to any one of us, but especially to a student speaking no English to each and everything happening in the classroom. What can we do as educators to help these students at varying levels of English acquisition to ensure they are first learning the content, but being evaluated on the content and not their language skills.   The reading brings about suggestions for hel...
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