Class Meeting 4:
Putting it All Together!
Welcome!
Agenda
Jeopardy Review Game
Quiz 2
Poster Session
Feedback on Integrated Units
Wrap-Up
Activity One
Jeopardy Review Game
Remember: Quiz 2 follows and will
cover content reviewed during the
game!
Jeopardy Topics
Academic Competence
Literacy
Assessment
Culture
Jeopardy Directions
1. Divide into Team A and Team B
2. Designate a scorekeeper and explain scoring task
3. Host/ess (facilitator) will call on one person who will
select either a 1-, 2-, or 3-point question to answer
4. Selected person may “huddle” with team mates for
15 seconds before answering
5. Selected person gives answer
6. Correct answer earns designated amount of points
7. Questions answered incorrectly returned to “pot”
8. Game ends in 30 minutes
Quiz 2 and Review of
Answers
Take a deep breath and relax!
True-False
1. The “Text to Graphics and Back Again” technique
helps both teachers and students identify essential
language needed to express content concepts.
True
2. It is best for content teachers to grade ESOL
students based on their effort, not their learning.
False
3. Alternative assessments are helpful to ESOL
students because they can work at their own pace
and have more varied options on how to approach
a task.
True
4. The social and cultural environment of the school
has a strong effect on ESOL students’ selfesteem and motivation.
True
5. It is generally a good idea to give an ESOL student
an American name to avoid mispronunciations.
False
6. Schools and teachers who are initiating
multicultural education usually start with the
Contributions or Additive Approaches in James
Banks’ terminology because they don’t require
changing the basic assumptions of the curriculum.
True
7. In a Directed Reading-Thinking Activity, students
are encouraged to make predictions before
reading a predetermined section of the text.
True
8. With respect to testing, culture-specific information
on an exam should be eliminated.
False
9. In content assignments the focus of grading
should be on the students’ meaning and content
learning, as well as on his/her language abilities.
False
10. The following test item contains culturally biased
information.
The jolly old man with the white beard and red suit looks
like:(a) an umpire (b) Santa Claus (c) a chef
True
11.Cultural bias is not considered a threat to test
validity.
False
12.Written language is easier for ESOL students to
grasp than oral language because it provides
more opportunities for the negotiation of meaning.
False
13. ESOL students who know how to read in their
native language have a distinct advantage over
ESOL students who do not when it comes to
learning to read English.
True
14.The concept of Common Underlying Proficiency
(CUP) implies that once a skill has been acquired in
one language it does not need to be relearned in a
second language.
True
15.The last step in From Text to Graphics and Back
Again involves asking students to select their own
graphic organizers.
False
Short Answers
1. What is one strategy that you could use regularly in
your content area to activate students’ prior
(background) knowledge before beginning a new
topic?
KWL, Wordsplash, Web, Application Activity,
Demonstration with questions
2. List two types of Graphic Organizers that you could
use on a regular basis in your content area to
present concepts visually.
Venn Diagrams, Cause and Effect Tables, Time
Lines, Semantic Maps/Webs
3. Explain why it is not advisable to simultaneously
grade both language and content when grading the
work of ESOL students in the secondary content
classroom.
It is not advisable to grade both
simultaneously because it is asking the
ESOL student to concentrate on everything
(content and language) at once. Content
teachers should primarily focus on assessing
whether or not the student grasped the
content.
4. Banks describes four approaches to Multicultural
Education: Contributions, Additive, Transformational, and Social Action Approach. Describe two
of these approaches.
Contributions Approach: This is the most
common approach used in which ethnic
heroes are added to the curriculum. These
heroes are often viewed from a mainstream
perspective and are usually selected for
inclusion into the curriculum using
mainstream criteria.
Additive Approach: In this approach, content,
themes, and perspectives are added to the
curriculum without changing its basic structure or
purpose. This approach is usually characterized
by the addition of a book, a unit, or a course to
the curriculum.
Transformation Approach: This approach
changes the basic assumptions of the curriculum
and enables students to view issues and
problems from several ethnic perspectives. It is
not the addition of ethnic heroes, but the infusion
of various perspectives that extends students’
understanding of the nature of U.S. culture.
Social Action Approach: This approach
includes all the elements of the
Transformation Approach in that it
changes the basic assumptions of the
curriculum and enables students to view
issues and problems from several ethnic
perspectives. Beyond the transformation
approach, it requires students to make
decisions and to take actions related to the
concept, issue, or problem they have
studied.
Activity Three
Poster Session
Poster Session Instructions
Stick the numbered post-it notes provided to you
on the bottom right-hand corner of your poster.
Using the tape provided, display your posters on
the wall.
Divide into two groups. First group will be
“presenters” while other group will act as
“viewers” for 15 minutes then roles will reverse.
Review assignment evaluation criteria before
beginning.
Assignment Evaluation Criteria
How well does the unit increase comprehensibility?
How well does the unit increase interaction?
How well does the unit increase higher order
thinking skills?
How well does the unit address ESOL students’
cultural needs?
Does the unit include one additional
strategy/activity of the author’s choice?
Does the unit include an alternative assessment
method and correlations to the Sunshine State
Standards?
Activity Four
Feedback on Integrated
Units
Use the provided Feedback Form
Feedback Instructions
Draw two numbers.
Evaluate the two posters corresponding
to the numbers and complete the
Feedback Form.
Select an exemplary poster from all of
those displayed.
Wrap-Up!
Instructions
Follow-Up Buddies—choose a partner to
contact in 1 month and 3 months.
Write your names on the list.
On separate post-it notes write down:
1. The most useful course content
2. Recommendations for the course