EDF 6237

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

EDF6237_2.0

ESOL Performance Standard(s) and Indicator(s)5.1
Activity ObjectiveLearn about the differences between ELLs and exceptional education students
Activity DescriptionCandidates will read about learning disabilities, hearing imparements, and specific language impairments. Learning Disabilities •Read the introductory material at the National Center for Learning Disabilities site: www.ld.org/LDInfoZone/index.cfm. Click on Attention Deficit/Hyperactivity Disorder (AD/HD) on the homepage. Scroll down to Confusion over ADD/ADHD and Learning Disabilities and read the information about the differences. Hearing Impairment •Visit Hearing Impairment website by Dr. Michael Lotke: www.emedicine.com/ped/topic931.htm and other websites of your choice on Hearing Impairment. Learn about causes, education, and special concerns of the Deaf community. Compare ASL to SE or SEE. Specific Language Impairment •Visit Specific Language Impairment website: merrill.ku.edu/InTheKnow/sciencearticles/SLIfacts.html or some other websites of your choice on Specific Language Impairment. Reflection •Reflect on what you have learned: ◦Briefly explain the differences between AD/HD and LD and why they are so often confused. ◦Identify specific ways to accommodate students with AD/HD and/or LD in counseling or classroom situations. ◦Briefly give some causes of hearing impairment and discuss why early intervention is so important for language and cognitive development. ◦Explain the advantages and disadvantages of American Sign Language (ASL) and Signed English (SE) or Signing Exact English (SEE). Relate these especially to education. ◦Identify specific ways to accommodate students with hearing impairment in counseling or classroom situations beyond any required interpreter. ◦Read and describe indicators of Specific Language Impairment (SLI) ◦Identify specific ways to accommodate students with SLI in counseling or classroom situations.
ESOL-specific Reading(s)Ch 1 and 7 on ¡®Cross Cultural Communication: An Essential Dimension of Effective Education¡±
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EDF6237_1.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveCreate an inclusive classroom environment for all students
Activity DescriptionCandidates visit the website www.usd.edu/~ssanto/styles.html and read about the strategies lists, but focus on the 4MAT, Felder and Soloman Learning Styles and Strategies, and Kolb Experiential learning Model. Candidates complete an inventory on the website and print out their results. Candidates then read Ch 1 and 7 on ¡®Cross Cultural Communication: An Essential Dimension of Effective Education. Based on these resources, candidates complete a reflection on: o Define learning styles and give a one-sentence explanation of at least 3 different learning styles from the list above. o What did you learn about your own learning styles according to either the Kolb model or the 4MAT system? o What value do you see in thinking about and trying to use various types of learning styles in the classroom or during counseling? o How do you define cross-cultural communication? o Identify at least one cross-cultural communication accommodation you could make to improve the overall development of your students or clients from diverse cultural backgrounds.
ESOL-specific Reading(s)Ch 1 and 7 on ¡®Cross Cultural Communication: An Essential Dimension of Effective Education¡±
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO