Pedagogical Plan

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Pedagogical Plan by Mind Map: Pedagogical Plan

1. Apprentership of Observation

1.1. Student teachers carry hours of experience through observation. These critical observations can greatly impact their pedagogy.

1.1.1. Reflective teaching practice

1.1.1.1. It is essential as teachers to ALWAYS be reflective of our pedagogy. In an ELL classroom we may want to further our reflection into other areas of our pedagogy that relate closer to culture, religion, race, and language.

1.1.2. Checking your own bias

1.1.2.1. Experience can shape our own bias in many ways. It may be experience from early childhood/adulthood, experience from popculture representation and or political influence and societal values. Everyone has their own bias and it is important to reflect on how those bias may be harmful and your personal bias may effect students.

1.1.3. Seeking outside perspectives

1.1.3.1. The inclusion of outside cultural perspectives into the classroom can be difficult. It is important to not overshadow any cultural perspectives with your own and present them in a way that is meaningful and respectful. A teacher should seek outside guidance to gain a deeper understanding of these perspectives. For example, a teacher in southern alberta may reach out to an elder of the black foot people to learn more about their rich culture. This can be a great tool in working towards creating a culturally inclusive classroom.

2. ESL Curriculum

2.1. Curriculum is the template for learning. Providing knowledge outcomes, goals, and skill development. Teachers must translate curriculum to students, and in an ESL classroom, there are many considerations to make.

2.1.1. Elementary

2.1.1.1. Elementary focuses on reading, writing, listening and speaking. Students are immersed in skill development to aid students ELL

2.1.2. High School

2.1.2.1. Level 1

2.1.2.1.1. Students have a lower level of lingusitic knowledge and ability. It is likely that students schooling was interrupted.

2.1.2.2. Level 2

2.1.2.2.1. Students have a formal school expereince, but little to no english experience.

2.1.2.3. Level 3

2.1.2.3.1. Students have some english knowledge, but it is limited. Student will spend time refining english skills.

2.1.2.4. Level 4

2.1.2.4.1. Students are succeeding in other subjects but still require language support.

2.1.2.5. Level 5

2.1.2.5.1. Students are almost fully integrated into high school classes, with some language support.

3. Politics and Culture

3.1. Colonialism created systemic racism and cultural seperation in western schools. Most cultures are left underrepresented in the classroom, making students from these cultures feeling isolated and foresaken. In addition, many refugee students have been witness to trauma due to departing from war torn countries.

3.1.1. Trauma is defined by how a persons responds to having experienced or witnessed a very distressing event; this response often overwhelms an individuals inability to cope with their emotions and effects their day to day activities.

3.1.1.1. Identifying trauma in the classroom: Trauma is often difficult to diagnose as teachers, as it manifest in many different forms. This is when it becomes very important to create learner profiles for new students. Learner profiles can provide insight to a students life and often the family will share sources of trauma the student may be dealing with.

3.1.1.1.1. Dealing with trauma in the classroom: The best way to not upset traumatized students is by understanding how to support them.

3.1.2. Racism is the discrimination of different racial and ethnic groups.

3.1.2.1. Racisim was amplified through the segregation of races and the reduction of cultural expression. In the classroom it is essential to have multiple cultural and racial representation in the material and perspective used in teaching.

3.1.2.1.1. Every teacher must impliment a ZERO tolerence for bullying of any kind, including racial bullying. It is important for teachers to ACT when they wittness racism in their classroom, in the school, on the playground, in the parking lot, ACT!

3.1.3. Culture is manifested through many forms and modalities. It is important that every culture in the classroom is respected and represented. There are many things that encompass culture, some that may need to be considered in the classroom are as follows: Arts, Literature, Foods, Language.

3.1.3.1. Arts

3.1.3.1.1. It is important to not only have art representation from different cultures, but to also bring in the perspectives and significant of those art pieces. Art comes in many different forms and all of the different cultural forms should be practiced within the classroom.

3.1.3.2. Literature

3.1.3.2.1. Literature is a huge outcome for all students and teachers. Literature in the classroom has been historically from western culture. It is essential as teachers to bring in sources of literature from other cultures, to promote culture in the classroom.

3.1.3.3. Foods

3.1.3.3.1. Foods can be very closely tied to ones culture, and there are ways to appropriate these foods into the classroom. When learning english names for foods, it is important to include foods that are familar and meaningful to students. For example, rather than just leanring apple and banana, incorporate fruit from their home country- mango, pineapple, or others.

3.1.3.4. Language

3.1.3.4.1. This may be one of the most critical parts to implement and be aware of in the classroom, as language is a powerful tool in all cultures.

3.1.4. Religion is tied closely to most cultural practices. Ones own religion can include an array of differnt beliefs that may seem foreign to a teacher.

4. Science and Language

4.1. Language is utilized in every classroom in the school. Specific disiciplines have unique relationships with language. In science, there is a branch of their own language that often have close ties to latin. In subjects, such as chemistry, language is not only essential, however the entire english alphabet completes the periodic table.

4.1.1. Definitions are important in any class and can rapidly be fired at students in a science classroom. This is especially difficult for ELL learners, on top of all the english they are learning, they now have to learn new scietific definitions. This can become an extraneous load for students.

4.1.2. Periodic Table of Elements: Simply by having a perodic table displayed in your classroom can help all students.

4.1.3. Table of Content can provide support for students decreasing their extraneous load interms of organization of material and finding topics quickly.

4.1.4. Latin: Students are not only expected to keep up with the demands of the english language, but now must keep up with latin words that are utilized in the science classroom as well. By putting up a scientific language board display in the classroom, teachers can implement a universal design to not only benefit ELL students but all students. For example, common latin prefixes and suffixes can be displayed to aid students understanding.

4.1.5. Glossary: Not only is a glossary important for students, however a glossary intergrated on the side of the material can increase of understanding, as it is more convienent for students to quickly check definitions as they are reading through material.

5. Learner Profiles