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    1. The document discusses strategies for supporting English language learners (ELLs) and addressing issues like plagiarism, learning designations, and course interests. 2. It poses questions about adapting teaching methods to student needs, assessing ELL students for learning designations, and best supporting students with lower English abilities in senior courses. 3. The document also asks how to get students interested in courses not directly related to university and looks to incorporate new research and successful strategies from others.

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    1. The document discusses strategies for supporting English language learners (ELLs) and addressing issues like plagiarism, learning designations, and course interests. 2. It poses questions about adapting teaching methods to student needs, assessing ELL students for learning designations, and best supporting students with lower English abilities in senior courses. 3. The document also asks how to get students interested in courses not directly related to university and looks to incorporate new research and successful strategies from others.

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    104 views1 page

    Think Puzzle Explore

    Uploaded by

    api-381454564
    1. The document discusses strategies for supporting English language learners (ELLs) and addressing issues like plagiarism, learning designations, and course interests. 2. It poses questions about adapting teaching methods to student needs, assessing ELL students for learning designations, and best supporting students with lower English abilities in senior courses. 3. The document also asks how to get students interested in courses not directly related to university and looks to incorporate new research and successful strategies from others.

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    © All Rights Reserved
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    of 1

    THINK PUZZLE EXPLORE

    1. Incorporate student’s interests and 1. Plagiarism is an issue with all my 1. What is my “default teaching
    backgrounds into assessments and students but especially my ELLs. mode”? How can I adapt it to the
    discussions. How can I approach this so my needs of my students?
    2. Get students to teach me about students know I am looking for their 2. I want to reflect on what I already
    their background and culture. ideas rather than something found do (assessments, discussions, etc.)
    3. Give students more time to on the internet? and make it more functional for my
    complete assessments. 2. I’m often told that “because of the students.
    4. Break down language heavy language barrier we can’t assess 3. I want to incorporate new research
    assessments. them for a learning designation.” in my practice.
    5. Check-in with students throughout How can I help ELL students who I 4. I want to see what others in the
    the course – see how they are (and other teachers) suspect to have course are already doing well and
    handling the material and what a LD? see if I can incorporate that into my
    questions they have for me. 3. How can I best support a student practice.
    Checking in on Teams is also really with lower English language abilities
    useful for me so students don’t feel in a senior academic course?
    “awkward” or “singled out” about 4. How can I get students to take
    telling me where they’re struggling courses that they’re interested in
    in class. rather than what “will get them to
    university” and how to get them
    interested in courses that don’t
    directly lead to university?

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