EDUG 543

September 14th, 2015

COGNITIVE RESPONSE

Cassaundra Mayer
EDUG 543
September 14th, 2015
Cognitive Response
Reading and Learning to Read Ch. 3
Teaching English Language Learners Ch. 1-3

Essential Understandings from Text Readings/Articles (6)

*Note: Reference title of

book/reading

Although more research is needed, studies suggest that when students maintain a strong
identification with their culture and native language, they are more likely to succeed academically
and they have more positive self-concepts about their ability to learn. (Reading and Learning to
Read, pp.59)
Teachers need to help all students develop ethnic, national, and global
identification. For students from diverse cultures, ethnic identification means
providing them with opportunities to develop positive self-images of
themselves and their rich culture heritage. (Reading and Learning to Read, pp.
69)
A presumption of differentiated instruction is that different learners have
different needs. Therefore, the teacher proactively plans a variety of ways to
get at and express learning based on his knowledge of varied learner
needs. (Tomlinson, 2001, pp. 3-4) (Reading and Learning to Read, pp. 74)
Developing cultural understanding and respect requires us to look beyond
special events and everyday ways of doing things towards values and beliefs.
(Teaching English Language Learners, ch. 1 pp. 7)
Don Holdaway, in researching language acquisition, found that certain
conditions related to the acquisition of spoken language were common all over
the world. He theorized that these conditions could serve as a model for all
language learning. (TELL, ch. 2 pp. 38)
Effective literacy instruction includes explicit teaching in the strategies
students are expected to acquire. The instructional approaches used for a
given strategy gradually evolve from teacher controlled and directed to student
controlled and self-directed. This gradual release of responsibility is consistent
with key research. (TELL, ch 3pp. 50)
Key Discussion Questions / Perspectives
As a teacher, how will you help your students maintain a strong identification
with their culture and native language?
What are some tools you can bring into the classroom that help develop ethnic,
national, and global identification?
How can teachers differentiate their instruction to reach students needs, and
how does this relate to the Universal Design for Learning?
In what ways can you go above and beyond to make students that are
culturally different from you feel comfortable every day in the classroom?

What are Don Holdaways conditions for language learning?

What is an example of gradual release of responsibility in the classroom?
Professional Application / Observation
I will help students maintain a strong identification with their culture and native in language in my
classroom by providing lessons and materials that are relevant to those cultures and languages,
inviting guest speakers in to talk about the culture or teach some of the language to other students,
also by giving students the opportunity to play a part in developing the classroom culture by
bringing in artifacts from their lives will help them grow self confidence and feel comfortable in the
classroom setting.
Technology is a great tool to bring into the classroom in order to help develop ethnic, national, and
global identification. Internet is one tool that opens the entire world for discovery, the opportunity
to meet new people, and even to learn more about themselves. By promoting diversity in the
classroom, what is different to the students will seem less scary, and more like something to be
celebrated. Beyond technology I will being art, music, and history into the class that promotes these
identifications.
There are many ways in which teachers can differentiate their instruction to reach all students. For
example, if you want to present a lesson, it is best to use multiple means of representation such as
an oral presentation mixed with visuals and manipulatives. In a classroom its likely teachers will
need to make accommodations for multiple students who are being challenged by language,
development, or special needs. The Universal Design for Learning model requires a flexible lesson
plan with multiple means of assessment in order to best reach and teach all students, giving each a
fair and equal opportunity to learn.
It is very important to make student who are culturally different than myself feel comfortable in the
classroom. Christ says to love others as ourselves. Our differences should not matter, though I do
know that every person does have bias. By understanding myself at what my biases may be, I hope
I can celebrate and encourage my students equally. Besides celebrating major holidays of different
cultures, it is important to celebrate them on a daily basis. In a video about Culturally Responsive
Pedagogy, there was an example of using morning affirmations to encourage each student and set
the tone for the day. I hope to implement this tool into my classroom to remind them who they are
in the eyes of God without forcing my beliefs onto them, and thereby praising who they are.
Don Holdaways conditions for learning language are observation of demonstrations (the students
observe competent adults), participation, role playing or practice, and performance.
Gradual release of responsibility is the initial lesson provided to the student, then the learning is
shared with students, and finally responsibility is assumed by students. An example of gradual
release in the classroom could be teaching a student to read. First, a teacher starts by reading to the
child, then the student plays a participant in the reading by filling in the blanks, or with help from
competent peers or a teacher, and finally the student reads independently without help from peers or
teachers.