For the second of this week’s assignments, we were to complete the “Getting to Know Your Students” section of Stage Two of the Learning Map.
Stage Two – Instructional Approach: Teaching
We were advised to consult with our master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop our understanding of students’ assets and learning needs. We were to review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. We were to use this information to establish content-specific learning goals (including California English Language Development (ELD) Standards as appropriate.
Write a Description of Students’ Assets and Learning Needs (Whole Class or Focus Students)
If you did not have our own classroom, you could select from 3 focus students. This applied to me. My focus students are described below.
Focus Student #3 – ER: EL Learner/Gen. Ed.
“No good deed goes unpunished” is a reflection of this student’s life. ER was born in Mexico to parents that succumbed when he was 4 years old. He is in the 7th grade at Rock Hill Middle School, an urban school located in East Los Angeles. As a result, his Los Angeles aunt adopted him along with his four siblings. However, she passed away recently resulting in ER and his siblings being sent to foster parents.
Due to speaking only Spanish with his parents and aunt, he has limited English proficiency. He takes pride in his Mexican heritage and finds comfort in the experience he shares with many of his peers and their ability to converse in both English and Spanish. He can engage in discussion of the English language with ease, but struggles with reading and writing, most notably in the area of decoding. As a result of his foster parents only speaking Spanish, he does not speak English at home and does not receive support in his English language development at home.
ER is a first-generation student that feels connected to the Mexican and Latinx presence and culture present within his community. He is able to communicate with fellow peers and bring his native language with him into the classroom given majority of the students in the classroom are dual English and Spanish speakers
ER’s fascination for cars and racing is utilized and implemented in the class as an incentive to try his hardest and produce his best effort and work. ER maintains a close relationship with his siblings, who offer him support as he transcends adolescence
ER’s introverted nature limits his interactions with his peers and chances to work with other students. ER is a bit more introverted than the other students. He maintains a healthy relationship with fellow students and will engage in conversation them with some consistency -ER’s parents do not speak English and thus, are unable to assist him in his English language development journey.
His classwork and curriculum may often not incorporate culturally relevant pedagogy or reflect relatable material, leading to disengagement of the lesson. He is familiar with all letters of the alphabet and their corresponding sounds but struggles in sound blending and decoding of multisyllabic words. As a result, he is hesitant to read out whole group given his limited vocabulary
The following is some background to his academic level:
- Limited English proficiency. He can engage in dialogue/discussion of the English language with ease, but struggles with reading and writing –
- Reads at a lower first grade level.
- His current grade in ELA is a F but he does have a B in Math and a C in Science. He is passing his PE class with a solid A
Focus Student #5 (JB Special Ed.)
J.B. is a male, EL student with autism who receives specialized academic instruction (special education) services within a collaborative setting (general education). He is currently in the 9th grade attending Johnson High School. He learns best when using headphones and playing with a fidget. J.B. is working on self-regulating and self-advocacy. J.B. could benefit from taking notes online and additional instruction on math. He learns best when in a separate setting and with timed breaks. He is interested in computers and technology.
JB comes from a single parent home with his mother and no siblings. He lives in San Diego, CA, the Lincoln Park neighborhood. He has transferred from different schools but within the same district about five times. His mom is very supportive of his work and makes sure his work completion is on pace.
His IEP goals include the following:
- By annual review, when prompted by an adult Jacob will demonstrate an increased ability to take perspectives by identifying how his conversation partner might feel about Jacob’s own verbal and nonverbal communication and implementing a better alternative in 80% of opportunities with minimal adult support.
- By February, when given a vocational task, Jacob will demonstrate the ability to stay on task for 15 minutes and complete the task with no more than 2 prompts, in 2 of 4 core classes as measured by teacher observations.
- By February 2020, when given a set of 10 problems requiring division single-digit divisor and multiple digit multiplication, Jacob will solve with 80% accuracy in 3 out of 4 trials as measured by student work samples or teacher kept data.
His IEP Services and Supports including the following:
Specialized Academic Instruction
Accommodations:
- Direction given a variety of ways
- Increased verbal response time
- Preferential seating
- Visual/picture supports
- Calculator/multiplication table
- Study Sheets
- Extended time for completing assignments and tests
- Breaks
- Repeated review/drill
- Small group instruction
- Fidget/sensory object/rocking chair
- Reminders to listen with whole-body (eyes on speaker, body calm and turned toward speaker, voice quiet)
- Clarification of abstract/non-literal language
- Use of self-talk by adult to make their own perspective clear (i.e. “I feel frustrated because students are talking”)
JB is independent and does not ask for help. He is self-motivated and will advocate for himself for breaks, etc. Possibly related to his autism, J.B. tends to spend most of his time by himself, rather than in groups or in large settings. He avoids social interaction and does not hold membership within the classroom.
The following is JB’s academic information:
- SBAC Math – Far Below Basic
- SBAC ELA – Far Below Basic
- MAPs (Measurement of Academic Performance) Fall ‘19
- Mathematics – 204
- ELA – 220
- ELA Grade – F
- Math Grade – F
J.B. doesn’t want people to think of him differently, so he doesn’t accept help often. This results in sustained struggle with academics, such as math which typically leads to him “shutting down.” His desire to be independent and not receive help has impacted his attendance, which has resulted in negatively impacting his ability to self-regulate as well as his grades.
Focus Student #6 A.S. Bilingual
AS is a 10th-grade student. She is new to the region and has little connection to the students and community here. Her mother recently had to spend a few weeks in the hospital, and A.S. needed to be sent to Arizona for the duration. She struggles academically due to chronic absenteeism, with the additional weight of being an English learner with all English curriculum.
AS and her family are bilingual: Spanish and English. Dad, Mom, and Angel all have varied levels of fluency in both languages. AS’s family is multi-ethnic: Central American and Mexican. Both parents have different religious practices. She tends to spend most of her time by herself during her appointment hours for coursework at her resource center. She avoids social interaction and does not hold membership within the classroom likely due to her chronic absenteeism as a result of her anxiety.
Student is an excellent note-taker, and benefits greatly from laid out, color-coded notes. Student then can review these notes with tutors outside of school. Much of classwork is group discussion, and so this student may need extra prep to feel they can participate effectively. Assessment data shows that AS is an English Language Learner and has Limited English Proficiency. She will grow frustrated and upset if she perceives work as too difficult for her to complete. Parents both speak limited English, but Spanish is primarily spoken at home. Gap Identification indicates
Mathematics
- Operations and Algebraic Thinking
- Area of Need
- Statistics and Probability
- Strength
- Reading
- Literature
- Vocabulary Acquisition and Use
- Informational Text
During class A.S. is a student who benefits from taking notes. A.S. is successful at self-advocacy and usually asks for help when she needs it. She could benefit from additional time in the classroom and direct one-on-one support for her academic fluency.
Prior academic knowledge related to the specific content you plan to teach
Describe what skills students already have coming into this lesson – what are they already able to do?
Focus Student #3 (ER):
- Bilingualism: ER can engage in discussion in English, which can be an asset in group discussions and understanding instructions.
- Math Acumen: ER has a B in Math, indicating a reasonably good grasp of mathematical concepts that can be applied in roller coaster design.
- Cultural Perspective: ER’s deep connection to his Mexican heritage and community might bring unique ideas or designs inspired by his background.
- Personal Motivation: His fascination with cars and racing might transfer to a keen interest in roller coaster dynamics.
Focus Student #5 (JB):
- Self-advocacy: JB’s tendency to ask for breaks and other needs suggests he might also ask for clarification or assistance when faced with challenges during the lesson.
- Technology Interest: JB’s interest in computers and technology is directly relevant to the software-based design activity.
- Specialized Support: Given JB’s IEP supports and services, he can utilize accommodations such as preferential seating, visual supports, and breaks which might facilitate a smoother learning experience.
- Independent Learning: JB’s independence suggests he might excel at individual tasks or take initiative in group settings.
Focus Student #6 (AS):
- Note-taking: AS excels at notetaking, which could be beneficial in keeping track of instructions, steps, or calculations.
- Self-advocacy: Like JB, AS is good at asking for help when she needs it.
- Bilingualism: AS can speak both Spanish and English, which could aid in communication or understanding, especially if any concepts are better understood in her native tongue.
- Reading Strength: Her strength in reading might help her comprehend textual instructions or guidelines related to the software or roller coaster design principles.
- Math and Vocabulary Acquisition: The lesson requires the application of mathematical concepts, and AS has identified strengths in certain math areas.
English language proficiency levels (Standard English learners and English learners
List students and their CELDT or ELPAC levels:
Focus Student #3 (ER): Potential CELDT/ELPAC Level: Early Intermediate. ER can engage in discussions in English but struggles significantly with reading and writing. This suggests that he might be around the Early Intermediate level.
Focus Student #5 (JB): Potential CELDT/ELPAC Level: Not enough information was provided about JB’s English proficiency to make an educated guess.
Focus Student #6 (AS): Potential CELDT/ELPAC Level: Early Advanced. AS struggles academically due to chronic absenteeism and is an English learner with an all-English curriculum, but there isn’t clear evidence of significant struggles with everyday English. She might be more advanced in her speaking/listening skills and could be around the Early Advanced level, though her academic English proficiency might be lower.
Cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience
Cultural resources and funds of knowledge:
Focus Student #3 (ER):
- Cultural Background: With a Mexican heritage and knowledge of Latinx culture, he connects with a large portion of East Los Angeles’ population, creating a diverse tapestry of shared experiences and cultural values.
- Bilingual: Fluent in Spanish and conversational in English. Being bilingual is a valuable asset in multicultural settings.
- Connection to Latinx Community: ER feels a strong connection to the Mexican and Latinx culture in his community. This connection can help him connect with peers and community members.
- Interest in Cars and Racing: This passion can be utilized in educational settings to increase student engagement, relate content better, and foster connection with like-minded individuals in the community.
- Support System: Despite the losses they’ve experienced, ER’s close relationship with his siblings suggests a strong familial support structure. Additionally, their shared experiences could serve as a valuable source of resilience, coping mechanisms, and narratives.
Focus Student #5 (JB):
- Cultural Background: JB might have been exposed to diverse cultural experiences growing up in San Diego’s Lincoln Park neighborhood.
- Special Needs Understanding: JB’s unique perspectives and experiences as someone with autism can offer valuable insights into neurodiversity. Notably, he demonstrates effective self-advocacy and self-regulation skills.
- Tech Interest: JB’s interest in computers and technology can serve as a valuable cultural resource in a society that prioritizes technological literacy. This could offer opportunities for engagement and potential career paths.
- Single-Parent Household: The experience of growing up in a single-parent household can provide unique perspectives and foster resilience, independence, and strong familial bonds.
Focus Student #6 (AS):
- Cultural Background: AS has a diverse cultural background with multi-ethnic heritage from Central America and Mexico, providing varied narratives, practices, and experiences.
- Bilingual: AS is proficient in both Spanish and English. This ability facilitates communication, comprehension of diverse viewpoints, and navigating multicultural environments.
- Religious Diversity: AS benefits from exposure to multiple spiritual perspectives and traditions due to having parents with different religious practices.
- Notetaking Skills: AS shows strong organizational skills through color-coded notetaking, indicating a potential visual learning preference.
Linguistic resources and funds of knowledge:
Focus Student #3 (ER):
- Bilingual Proficiency: ER is fluent in Spanish and conversational in English, giving him the ability to navigate two linguistic worlds and potentially enhancing cognitive flexibility.
- Spanish Fluency: ER’s fluency in Spanish could be an asset in a classroom setting for language comparisons or collaborative projects.
- Cognates Recognition: Because Spanish and English share numerous cognates, ER might have an edge in understanding certain English vocabulary based on his Spanish knowledge.
Focus Student #5 (JB):
- Specialized Language Understanding: Given JB’s special education context, he may have developed an understanding of specific terminologies and language structures related to his own learning process and needs.
- Tech Language: With his interest in computers and technology, JB might possess certain vocabulary or concepts from the tech world.
Focus Student #6 (AS):
- Bilingual Proficiency: AS is fluent in Spanish and is in the process of acquiring English proficiency. Her ability to navigate both languages is a significant linguistic resource.
- Translanguaging Potential: AS comes from a bilingual household where both Spanish and English are spoken at varying levels, so she might have the skill of “translanguaging,” which refers to the ability to navigate between languages seamlessly in a conversation or thought process. This skill can be leveraged in multilingual settings.
- Cultural Linguistic Nuances: As AS’s family is multi-ethnic (Central American and Mexican), she might be exposed to regional linguistic variations, idioms, or colloquialisms unique to these cultures.
- Note-Taking Skills: While this can be seen as a cognitive skill, AS’s ability to take effective, color-coded notes also reflects a linguistic ability to process and organize information effectively in written form.
Prior experiences and interests related to the content
How might you incorporate or build on their experiences and interests as assets to this lesson:
Incorporating the experiences and interests of the focus students into the “Virtual Roller Coaster Design” lesson can greatly enhance their engagement and connection to the content. For ER, who has a keen interest in Aztec and Mayan cultures, this could manifest in the design of a roller coaster that is inspired by the aesthetics and themes of these ancient civilizations, such as pyramids or historical events. Given ER’s proficiency in Spanish, a unique angle could be to let him initially design or narrate his roller coaster concept in Spanish and later transition to English. This approach not only acknowledges his home language but also showcases the cultural perspectives and differences in amusement designs from Spanish-speaking countries.
For JB, his inclination towards computers and technology provides an excellent avenue for a deeper dive. He could be tasked with researching the technological aspects of roller coasters or even the software mechanics of the Roller Coaster Creator. Given his sensory preferences, incorporating times when he can utilize headphones or a fidget can ensure he remains engaged. While collaboration is a cornerstone of this lesson, considering JB’s tendencies, allowing him periods of solitary work followed by group integrations might be more beneficial.
AS, with her rich bilingual and multi-ethnic background, brings a global perspective to the table. She can be encouraged to integrate design elements from Central American and Mexican cultures, creating a fusion that reflects her heritage. Her strength in notetaking can be leveraged as a documentation process for her design journey. Moreover, strategically pairing her with empathetic and supportive peers can bridge her into group discussions and counteract her natural inclination to avoid social interactions.
Lesson management structure
What behavioral expectations will you model and expect?
During the “Virtual Roller Coaster Design” lesson, I will require students to display strong collaboration skills, active engagement with technology, and respect for diverse opinions. I will stress the importance of respectful collaboration, encouraging students to actively listen, value their peers’ input, and provide constructive feedback while working in pairs or small groups. Proper engagement with the Roller Coaster Creator software will also be emphasized, with students expected to stay on task and avoid unrelated online activities. Responsible and appropriate use of technology is crucial, and students must use the software only as directed and refrain from downloading or modifying any unauthorized content. Additionally, students must be open to diverse perspectives, embracing their peers’ cultural, artistic, and engineering insights. Effective time management and self-regulation will be essential, and I will encourage students to seek help when necessary. During presentations, active listening and constructive feedback will be expected. Finally, safety and orderliness in the classroom will be paramount. By establishing and modeling these expectations from the outset, I hope to ensure a successful and productive learning experience for all students.
Assignment Grade: 20/20
