Portfolio of Teaching Activities and Ideas
Talking Chips
Talking Chips is a learning strategy that encourages active participation as well as a balanced discussion between students. This game consists of giving each student an even/equal amount of chips (tokens, index cards, etc.) during a group discussion. Each student has to put their chip in the middle of the table when they wish to speak during the discussion. Once the students run out of chips then they are no longer able to talk until everyone in the group has gotten a chance to talk and use all of their chips. I chose this activity because I like how it gives every student a chance to participate in their groups. It promotes great collaboration between ELL students. As I have learned, the collaboration between ELL students is important it has been proven that it improves learning. It also gives ELLs the chance to practice the language and content that they are learning. The talking chip strategy also makes students feel more comfortable with sharing out their thoughts and ideas due to the fact that each one of them gets the same number of opportunities to do so. I anticipate using this game a lot in my classroom because it will keep the class organized during the group as well as the whole-class discussion. Instead of passing out equal chips during a whole-group discussion, I will pass around one token, and whoever has it been the only student who speaks. The token will be passed around the whole class until at least everyone has had a chance to share out. This way during whole-group discussion everyone is actively engaged as well as respectful to one another.
SOURCE: https://goalbookapp.com/toolkit/v/strategy/talking-chips
Conga Line
Conga Line is an activity that we used during class in TCH 207, but we played this game virtually. The Conga Line was also discussed in chapter seven of the Levine and McCloskey: Teaching English Language and Content in Mainstream Classes textbook. This game is used to help develop students to learn and understand new vocabulary. The physical act of the game consists of each student having an index card that has a vocabulary word on the front and a definition (picture, description, and/or etc.) of the word on the back. The students will stand in two-line facing one another and wait on a cue. Once the teacher is given a cue to start the game then the students will teach their partner the vocabulary word that they have within a certain amount of time. After the time has run out, the students will change cards with current their partners, and the line shifts so that each student will be paired with a new student. This process continues until everyone has paired up with a new student and has learned new vocabulary words. My class played this game virtually using zoom. Each student was given a word from the textbook and they had to write down the definition/example of the word. Once everyone had a word then my teacher put us in breakout rooms with a partner and we had 5 minutes to explain the words to one another. Once the time ran out, we were then put into another zoom breakout room with a different partner but this time we were teaching the words that our previous partner had taught us. This game gives students the chance to engage in collaboration which makes their learning experience more effective. Also, students are taking part in active speaking and listening skills since everyone has spoken and teach vocabulary words to their partners. I will incorporate this in my classroom to teach some of the science vocabularies that will be used in my lesson plans since it contains lots of oral practice and repetition which is good for ELLs.
SOURCE: Levine & McCloskey Chapter 7
Semantic Maps
Semantic Maps are used to provide clarity for students by visually displaying words and phrases that are related to one another. This helps students build relationships with similar words, terms and concepts. Semantic maps are created by placing a vocabulary word in a center circle and creating arrows that connect the main vocabulary word to other word/phrases that are similar to it. In order to get the words that go around the center vocabulary word, students will have to brainstorm with one another what they already know. So, this way they can chose the right words and phrases by practicing language and gaining knowledge from each other. I chose this because semantic mapping gives ELLs the chance to use their prior knowledge which is very important for comprehension. Semantic maps also are a way of expanding students vocabulary because they may learn different words and grammar as they add to their semantic map. What I love most about Semantic mapping is that teachers can adjust it in a way that you feel may best fit your ELL students. For example, you may not want to connect only words and phrases to your map so you can add pictures that are related to the center word or even examples that are related to the center word this can provide multiple representations and understanding of the new vocabulary. This strategy is beneficial to students because it can enhance the organization and memory of vocabulary. I will use this in my classroom to make connections with science terms that may be easily misused that way my students can understand each word in depth.
SOURCE: Levine & McCloskey Chapter 7
Meaningful Objects
“Meaningful Objects” (Show and Tell) is a lesson that is used to give the students as well as the teacher a chance to get to know one another. More importantly, it teaches students the strategies and practices that they need for creative and personal writing. The students are told to bring something valuable/meaningful from home to the classroom such as their favorite toy, stuff animal, or etc. Students will then write some sort of short description to describe their object, which they will present to the class. They will use creative language in their short description. What I like about this activity is that the teacher also engages in the activity by bringing a meaningful object and writing about it. The teacher presents to the class in order to model what the students will be doing. This promotes active learning because both the teacher and students will play an enjoyable and active role in the learning experience ( Levine & McCloskey page 13). Also, I love that this activity gives everyone in the classroom a chance to learn insight about one another lives as well maybe learning the differences about each other. This lesson incorporates student diversity in the classroom. I will use this in my classroom to help improve students' creative writing skills as well as to make sure all of my students feel comfortable in class. There may be students who may feel that they are struggling to connect because of their differences but this lesson may help students to find similarities with their classmates.
Journaling
Journaling is a classroom that has many benefits for both students and teachers. Teachers can pass out journals at the beginning of the school year and have students write in it at least once a week. The students are able to free write in the journals which means that they can talk about anything that they want. Teachers can read the journals and make corrections to the grammar mistakes that students make. This gives the teachers a chance to see what their students are struggling with and this gives students a chance to improve their writing skills. I also feel that this gives teachers a chance to better understand their students on a more respectively personal level. I would be incorporating journaling in my classroom, but I would add some changes to it. I will give my students the option to choose if they want me to read their journal or not. I feel that this will make students feel more comfortable. I learned from the Levin and McCloskey text, chapter 3 that teachers who “help students expand the knowledge of their own culture… create an atmosphere in the classroom in which cultural differences are respected… Draw upon cultural experiences… and adapt the instructional practice to accommodate varied learning styles...” are seeking to become cultural mediators. Since I plan on acting as a cultural mediator to promote effective learning with my ELL students, journaling will be a great start because it incorporates many of these techniques.
SOURCE: https://www.edutopia.org/blog/student-journals-efficient-teacher-responses
Think-Pair-Share
Think-Pair-Share is a collaborative learning strategy that teaches students how to work together to answer questions. The teacher has to decide on a text and then develop questions for students to answer. The strategy then makes students gather their answers independently. Once, they are done then they have to share their answers/ideas with their classmates. Ells are able to build more comprehension of the reading material when they are sharing out because they are able to make adjust to their own answers as well as receive feedback from their teacher/peers. Think-Pair-Share is very simple which means that it will promote more active learning. English language learners’ oral communication skills are enhanced as they continuously share out answers that are connected to their classroom instruction. In the future, I will implement more writing and collaboration in this strategy by making students write down their thoughts when they work individually and then pair each student with one partner to put their ideas together and come up with one complete answer. Once, they are down then I will have each group share out their findings to the classroom and I will provide feedback. This promotes more active engagement in the classroom.
Learning Buddies
Learning Buddies is a strategy used to unit two learners together to collaborate on assignments and discussions for a period of time throughout the school year. ELLs achieve better when they feel more comfortable in a classroom so having a learning buddy will give them a chance to make a friend and feel comfortable. Buddies are used to be helpful for one another when one of them may be confused about the instruction that is taking place in the classroom. Buddies can be rotated after a certain period of time so that all of the students have the opportunities to work with other peers and no student feels left out. Students will be more encouraged to participate in discussions covering new content due to the fact that they have a partner to help them expand their understanding if they are confused. Teachers can avoid confusion by assigning buddies at the beginning of the year so that students will already know who their partner is when it is time for discussion/assignments that requires pairing. Also, random selection removes the options of students only picking their friends which will keep them distracted. The learning buddies strategy can be used for any endorsement area since it’s beneficial in student learning with any subject.
Source: Levine and McCloskey, Chapter 5
Paraphrase Passport
Paraphrase Passport is a technique used to encourage ELLs to take part in classroom discussions. The technique concept is that students need a “passport” to speak. The teacher will assign a topic and a student will then share out an idea. In order for the next student to speak, they have to earn a pass by correctly paraphrase what the previous students have shared. This technique allows students to practice both their speaking and listening skills. In many cases, there are discussions taking place in a classroom but not all of the students are engaged or listening. This strategy will minimize this problem because since students know they will have to paraphrase what was previously said then they will make sure they are actively listening in case they are called on. In the future, I can use this in my classroom to start discussions at the beginning of class. This will warm students up to be ready to be engaged for the remainder of class instruction. Also, I will use this whenever I feel that classroom discussion isn’t having much engagement.
Source: Levine and McCloskey, Chapter 5
word square
Word Square is a graphic organizer that teachers use to better assist students with learning new vocabulary. The graphic organizer provides ways for students to engage in their learning instead of just finding the definition of words and trying to remember them. Word squares help to organize the different ways that students can learn and apply vocabulary. Students will draw a big square and break it down into 4 small boxes. Each box will be labeled. The first box is labeled “word”. The students write down the vocabulary word and their own definition for it. The second box is labeled “picture”. The students will draw a picture that illustrates the meaning of the word. The bottom-left box is labeled “meaning”. The students will have to look up the definition of the word by using a standard dictionary or the teacher can even implement the technology by letting students use a search engine online to look up the word. Once they find the definition then students will write it into the correct box. After they are done, they will fill out the last box which is labeled “sentences”. In the box, the students will write out a few sentences using the new vocabulary word. The word square strategy gives students a variety of ways to remember the meaning of new vocabulary. It also provides extra assistance for students who learn visually because they get to see a picture of the vocabulary. This strategy can be used for all of my endorsements because in my class I will be teaching new vocabulary. Also, teachers can change boxes the represent anything they want such as for example, synonym, characteristics, and etc.
Source: Levin and McCloskey textbook, Chapter 7
word wall
Word Wall is a collection of words that are displayed in large letters on a wall that’s in a classroom/learning environment. The words on the word wall consist of all of the new vocabulary that students learn over the course of the school year. Words are frequently added, changed, and rearranged as time passes. The words are most likely organized in alphabetically order. ELLs can use this wall as a reference when they are sharing out in discussion or even completing assignments. The wall also provides students to be constantly reminded and surrounded by vocabulary words. In the future, I will post word wall posters in my classroom because I feel that they are very resourceful for students. It also limits the number of times students ask for help to spell words since there posted in the classroom. I think that I will categorize words from the same unit (by using colors) when creating posters so that it can minimize having to frequently rearrange words in alphabetical order. Also, this will help students to remember the context in which the vocabulary word was used.
Source: Levine and McCloskey, Chapter 7
