Week 6 Cumulative

Which one of these principles is not one of the three UDL principles?

• Multiple means of representation

• Multiple means of expression

• Multiple means of communication

• Multiple means of action & engagement

Answer explanation

Communication isn't a principle, it's something that is focused on through the principles especially in the two principles: representation, and action/expression.

Multiple ways to represent the information TO the learners as well as multiple ways for students to convey the information will authentically scaffold the lessons.

Which UDL principle relates to student motivation, safety, and goal setting achievement?

• Multiple means of representation

• Multiple means of action & expression

• Multiple means of engagement

Answer explanation

Multiple means of engagement focuses on the student as a learner.

Students need to feel that they can be successful in their learning while being in an emotionally and physically safe environment.

Student will have difficulty expressing and absorbing the lesson when their self esteem and safety are in jeopardy while not knowing the goals of the lesson and how it pertains to them.

What are the three critical stages of a writing portfolio?

• Goal Setting

• Monitoring

• Peer to Peer Assessment

• Reflection

Answer explanation

https://www.edutopia.org/article/valuable-tool-english-language-learners

Although peer assessment can be a valuable tool, the goal of a writing portfolio is student ownership.

Goal Setting: "Student-directed goal setting provides learners with a purpose for writing"

Monitoring: Students monitor their work according to the goals set and they "need to monitor their goals with each writing piece."

Reflection: Students will reflect on their individual writing pieces as well as their overall writing progress including reflecting on the language(s) they are comfortable with. Additionally, "make sure these reflections include both the technical aspects of writing and students’ personal enjoyment/reactions toward writing."

What are the benefits of informal assessments?

• They can measure a student's ability at a particular time in the year.

• Can track the ongoing progress of the students.

• Can target a student's particular problem area.

• Sets the Educational Institutions standards of abiltiy.

Answer explanation

https://www.colorincolorado.org/article/using-informal-assessments-english-language-learners

The whole point of informal assessments are to do them throughout the year and track and "target students' specific problem areas, adapt instruction, and intervene earlier rather than later."

With clear goals and expectations students can feel successful and know what is expected of them and can feel a sense of accomplishment as they work towards these goals.

Ex: Oral presentations once a month can show how a student is progressing or lack of progression to see which interventions or extensions are needed.

Which options can be used to address the student’s linguistic (and related) needs and must be clearly distinct from services that would normally be provided to address student differences.

• ELL educator consulting with classroom teacher, classroom assistant and / or teaching assistant.

• ELL educator co-planning with classroom teacher.

• ELL educator and classroom teacher co-teaching or team teaching within the regular classroom.

• ELL educator delivering small-group instruction.

Answer explanation

English Language Learning Policy Guidelines 2018 (pp.12)from the Government of BC

ELL students have unique needs from non-ELL students. Therefore, the student and classroom teacher need support from an ELL specialist. This doesn't have to be direct pullout support (although it can be). The support can come from planning and collaborating together. The goal is to help the ELL students in the most effective way with the given time and resources available.

Which one of these is not a strategy for collaboration and advocacy?

• Keep returning to self-care & reflection.

• Strengthen your network of support.

• Help administrators develop their capacity to serve ELLs.

• Start positive, strengths-based conversations with families.

Answer explanation

https://www.colorincolorado.org/article/twelve-things-teachers-can-do-support-ell-success-new-year

Although family engagement and doing this in an authentic way that will show you want to support them is crucial, the collaboration and advocacy strategies focus on the teacher and the school staff as a support system that will indirectly lead to student advocacy.

For example: By building a strong relationship with other staff including admin, teachers will feel comfortable and already be in dialogue to help ELL students.

Which choices should be taken into consideration when looking to include and incorporate technology into the classroom.

• Build basic online resources and productivity tools into daily routines.

• Get creative and repurpose a digital-storytelling tool.

• Find tools that specifically address your ELLs' needs.

• Find the most engaging tools available.

Answer explanation

https://www.commonsense.org/education/articles/how-to-use-technology-to-support-ells-in-your-classroom

Although we want students to be engaged with the technology being used, as teachers we should implement meaningful, well thought-out resources into our teaching.

For example, if the goal of a lesson is to tell a story, book creator is a tool that they can use. Stories are told throughout the year so teaching your students the purpose/goal of the tool and how to use it to show their learning can be very powerful to ELL learners. This can be something that isn't a one off, that it purposeful, and engaging all at the same time.

An example of going beyond vocabulary when it comes to academic language is the term: TWIPs.

Which of these does not refer to the acronym?

• Term

• Words

• Ideas

• Phrases

Answer explanation

TWIPs: Terms, Words, Idioms, and Phrases are all types of words that will cause the meaning of the sentences to be lost without them.

The Term can be very specific to that one particular topic, a word can also have multiple meanings and may even be abbreviated. Idioms and phrases can be used only when speaking English and can change depending on the country.

Which of these does not pertain to developing a lesson plan that includes ELLs.

• Consider how to incorporate different language skills into the lesson

• Learn some additional strategies for scaffolding and differentiating instruction.

• Include technology

• Build background knowledge

Answer explanation

Using technology can definitely help students express themselves and help teachers show another way to relay information. But technology is supplementary, not necessary.

If the technology helps build background knowledge, incorporate different language skills, etc, it will be valuable and help ELL students and should be included in a lesson plan.

The focus should be UDL when planning lessons for ELL students.

Which of these is not a role or responsibility of the teachers of ELL students?

• Facilitate the collaboration among all educators providing ELL services

• Update Annual Instructional Plans (AIPs)

• Provide effective ELL and/or integrated instruction

• Provide ongoing ELL assessment / review

Answer explanation

According to the English Language Learning Policy Guidelines 2018 (pp.17), to "Facilitate the collaboration among all educators providing ELL services" falls under the role and responsibility at the school level.

Collaboration should be one of the many goals to help ELL students. That being said, this further supports my ideas about it being a school-wide, community effort to help ELL students. Teachers should want to collaborate to help their students and the school should facilitate these efforts.