Walqui+and+Lier+Chapter+4

Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: ............... || Summary:
 * ~ Team Members ||~ Section ||~ Pages ||~ Summary, Quotations, Application ||
 * Tara || Introduction and Principles: The Cornerstone of Practice || 81-83 || Summary:
 * Every teacher has her beliefs & a theory of teaching, but it could be an implicit or explicit theory.
 * There isn't a fixed way to have "good teaching", but your actions depend on the situation.
 * Students must participate in group activities in order to create meaningful learning.
 * "The goals of a course represent the destination; the objectives, the various points that chart the course toward the destination." (p.83 para.3)
 * "The fact that learners are learning English does not mean they are incapable of tackling complex subject matter concepts in this new language."(p.83 para.4)
 * We have our EL students complete standards-based essays, and grade them with rubrics used with native born speakers. It's the same rigor used with native speakers, but with more scaffolding. ||
 * Sophia || Principle One: Sustain Academic Rigor || 83-87 || Summary:
 * EL students are not incapable of complex subject matter
 * Three Goals of Academic Rigor: //Promote deep disciplinary knowledge, Engage students in generative disciplinary concepts and skills, and Engage students in higher-order thinking//
 * teaching your discipline thematically allows important concepts to reappear and allows students to deepen their understanding
 * higher order thinking should start at the beginning levels (see example on page 87)
 * "Do not dumb down the academic challenge for English language learners, whether in social studies, English, math, science, or any other subject" (83).
 * "In education, 'less is more'" (87).
 * need more modeling and sentence frames to bring students up to higher level thinking and speaking ||
 * Maxine || Principle Two: Hold High Expectations || 88-93 || Summary:
 * The section began with a reference to the "Pygmalion effect" where teachers were given information about "promising students" based on IQ scores. As a result, the teachers paid more attention to those students, but they didn't know that there were no IQ scores; the students were randomly selected. They described the results as a "self-fulfilling prophecy."
 * They used an excerpt from Luis Rodriguez's "Always Running" to illustrate the point of low expectations. The excerpt described him trying to get into classes outside of his usual "C" track industrial arts classes and take more academically based classes. He was told by his counselor that he didn't qualify for "those" classes.
 * The remainder of the section describes how a psychology teacher constructed a jigsaw for her class. She planned to have both base groups and expert groups. She strategically grouped students so they would be supported, but she kept rigorous expectations the same for all levels.
 * "If we (as individual teachers, as a school system, or as a nation) treat English learners as incapable of succeeding academically or, worse, if we regard them as somehow deficient (lazy, unintelligent, or whatever), then these students must fight against vastly increased odds"(88).
 * "The goal is to engage all students in the same tasks, designed with the same objectives, to provide high support regardless of students' differences" "What is not differentiated is the task itself or the core concepts" (90).
 * Expectations and our beliefs about our students' capabilities seem to be where our team is historically divided. I can only speak for myself when I say that I focus on what I can do as a teacher to allow for access and equity for our EL students. I believe in Vygotsky's sociocultural theory that development follows the learning. For that reason, I am proud that our team creates the same writing expectations for all EL students but with different levels of support. I think we need to work on our reading expectations though. ||
 * Anthony || Principle Three: Engage English Language Learners in Quality Teacher and Student Interactions || 93-96 || Summary:
 * Teachers need to design quality, sustained interactions between teachers and students as well as between students and students.
 * Encourage students to articulate their own beliefs and have students agree and extend or disagree with counter evidence/counter claims..
 * main point.
 * "[S]tudents need to listen to each other's ideas and decide whether they agree or disagree. If they agree, they may extend the other's ideas; if they disagree, they may state their disagreements and propose counter ideas" (94).
 * From a student: "The way we learn our first language is by hearing, repeating, and remembering. We learn our second language by studying, also hearing and repeating, and being forced to use it..." (94).
 * "...the teacher alerts students to the academic sophistication of their work together [their class discussion] and provides a way for them to think about the origins of their argument..." (95).
 * This section provides advice to teachers wanting to have students interact in meaningful ways. In my own practice, I often use student discussion to clarify understanding and quickly come to a consensus. However, this section stresses the importance of providing students with opportunities to disagree with each other for the purpose of creating more meaning and reaching higher levels of thinking. The teacher needs to be sure to explicitly point out the academic moves students make (and need to make) in these kinds of discussions. ||
 * Michelle || Principle Four: Sustain a Language Focus || 96-99 || Summary:
 * Every lesson becomes a language lesson with EL learners because they have to cope with not only the cognitive parts of the lesson, but with grammar, vocabulary, listening comprehension, taking notes, etc.
 * Focusing on language does not have to be a "grammar lesson" or simplification of complex text. Rather, it should focus on three main points: "to focus on language issues in meaningful contexts and activities, to amplify students' access to academic language, and to to focus on explicit language issues.
 * The key is to engage learners in challenging and meaningful activities and to find ways of dealing effectively with the language problems that come up in context.
 * Meaningful contexts begin at the genre level. All students should be helped to deconstruct disiplinary genres: What is the purpose of this text? What do I know about the structure and type of text? What tends to come first, follow, and then conclude it? p. 97
 * example of what we do (or could be doing). ||
 * Vicki || Principle Five: Develop a Quality Curriculum and Conclusion || 99-100
 * The textbook is never a complete curriculum so modify, supplement, or replace some lessons.
 * There are 5 basic design factors: 1. setting long term goals//benchmarks. 2. use a problem-based approach. 3. use a spiraling progression. 4. make connections show how the subject matter is relevant in students' present and future. 5. build on the students' knowledge.

Favorite 1 or 2 quotations: Application to our practice:
 * "Quality curriculum must incorporate the learner's lives and experiences..."(99)
 * "We, like any other educators, are able to monitor and asess our own performance..."(100)
 * We set benchmarks with our formatiave assessments and follow through each Quarter. ||