Walqui+and+Lier+Chapter+5

and Two Contexts || 103-108 || Summary: Favorite 1 or 2 quotations: Application to our practice: and Two Contexts ||  || Summary: Favorite 1 or 2 quotations: Application to our practice: Literacy Character Development || 108-119 || Summary: Favorite 1 or 2 quotations: Application to our practice: Literacy Character Development || 108-119 || Summary:
 * ~ Team Members ||~ Section ||~ Pages ||~ Summary, Quotations, Application ||
 * Tara || Pedagogy in Action
 * Followed two teachers through the QTEL program.
 * Both teachers wanted to integrate collaboration amongst students in the classroom to stimulate speaking.
 * They compared the "unacceptable school" w/ a more "accomplished school", both using QTEL, and found it worked for both.
 * "...coherent lessons that invited students to venture into collaborations to accomplish work they could not yet do on their own." (Para.3 Pg.106)
 * "...her goals were to maintain her high academic expectations for students, but to design more interactive lessons that would increase students' engagement and, potentially, their learning." (Para.2 Pg.107)
 * We have student centered learning environments. Students can rotate through collaboration w/ peers, to integrating resources, to individual practice. ||
 * Maxine || Pedagogy in Action
 * Two teachers went through the QTEL process. Each teacher had very different situation. One class was educated in L1 and were first generation English Learners. The other class was a mixture with other socioeconomic issues and little to no education in L1.
 * The teachers looked at their practices and reflected. They went through the scaffolding process of each task having an objective aligned to subsequent tasks. There were predictable routines that the students practiced, so they could focus less on the directions and more on learning language and content
 * Both situations illustrate that all students can learn if the teacher has clear outcomes, tasks, routines, and supports.
 * "Each task also provides students with the opportunity to perform beyond their individual level. In task-structured collaborations, students rehearse, perform, and eventually own the new knowledge" (108).
 * With our stations model, we created an environment described in the quote above. Also, our writing program does this in many ways. The routine of practicing, assessing, reviewing goals, and tracking progress. Then repeating. ||
 * Sophia || Using Tasks to Learn about
 * case study observations of how teachers use QTEL "tasks" to learn a specific concept/standard
 * Teacher: Ng teaching a class of EL students about character development
 * see page 110 for a chart of tasks (TPS, double entry journal, dialogue performance, etc)
 * teacher first accesses background knowledge to bring students into the lesson
 * students get to practice in groups before having to speak in front of the class
 * promotes all students speaking in English
 * Ng - assigns groups a project called Mind Mirror. Students use a rubric to self assess
 * "Instead of participation being limited to the 'usual suspects', all students are actively engaged in the activities proposed" (109).
 * "The task structures she put in place demanded interaction, afforded many and varied ways to use language, and required active participation of everyone" (119).
 * even group/partner interactions needs to be specifically and designed and structured in advance with a specific target in mind
 * we need to have language scaffolds in place to help students meet the same standards as their native speaker counterparts ||
 * Matt || Using Tasks to Learn about

> Application to our practice: Brain Structure and Function || 119-131 || Summary: > Favorite 1 or 2 quotations: > Application to our practice: > || Brain Structure and Function || 119-131 || Summary: Favorite 1 or 2 quotations: Application to our practice: Lessons/Conclusion || 131-137 || Summary: Favorite 1 or 2 quotations: Application to our practice: Lessons/Conclusion || 131-137 || Summary: Favorite 1 or 2 quotations: Application to our practice:
 * Discussed how Ng designed a lesson where she had her students relate to the characters they are reading about.
 * page 110 has a great chart with different engagement strategies
 * These pages are mostly a case study about students using many of the "tasks" listed on page 110
 * Favorite 1 or 2 quotations:
 * "The task structures she put in place demanded interaction, afforded many and varied ways to use language, and required active participation of everyone" (119).
 * Page 110 and the examples Ng shows of students completing the "tasks" will remind us of the large list of strategies we can use in the classroom.
 * Ng showed how everything has a reason and structure. ||
 * Vicki || Using Tasks to Understand
 * ** another case study using QTEL "tasks". This teacher teaches a high school psychology course.
 * Spanish is most students L1. All failed a graduation-required writing test
 * see page 121 for a chart listing tasks (quick-write, round robin sharing, anticipatory guide, jigsaw project, and review of the 1st anticipatory guide.)
 * Expected outcomes were to promote academic speaking and reading comprehension.
 * 4 different articles were used for the jigsaw project. A "base" group was formed for students to read one of the 4 articles. The task included a matrix with 4 questions. Each "expert" group had the identical matrix. Then new groups were formed to teach that article to the others.
 * Quotation 1
 * Quotation 2.
 * example of what we do (or could be doing).
 * || Using Tasks to Understand
 * Coming soon : )
 * main point.
 * main point.
 * Coming soon : )
 * Quotation 2.
 * example of what we do (or could be doing). ||
 * Anthony || A Map of QTEL Principles in Two
 * High level expectations along with high level support.
 * Planning is vital to success. Having learned classroom procedures allows students to focus more on content and less on logistics.
 * Students need to be forced (strongly encouraged) to use academic terms rather than copy notes. Students should explain concepts to each other as much as possible instead of copying stuff down. This means planning and supporting quality interactions.
 * Teachers should use quality curriculum that focus on both content and language acquisition.
 * "...through participation in social interaction, they are working at the edge of their ability, participating in the development of their own expertise" (132).
 * "Because their teachers have structured their lessons with familiar tasks, students can concern themselves with lesson mechanics and concentrate more on the content and interactions. Furthermore, because their teachers have designed lessons that refer back to previous learning and forward to new learning, students will be able to use ideas and cognitive skills they develop with increasing confidence as they participate in future lessons" (132).
 * "All students are stimulated and supported, and all can push beyond their initial level of maturation..." (133).
 * This models our writing program as well as how our textbook teaches reading strategies.
 * These statements support the idea of having high expectations for students.
 * I think the suggestions from this section should give readers further impetus to holding students to high expectations and having them attempt difficult cognitive tasks. ||
 * Michelle || A Map of QTEL Principles in Two
 * Coming soon : )
 * main point.
 * main point.
 * Coming soon : )
 * Quotation 2.
 * example of what we do (or could be doing). ||