WEEK 7: REFLECTION ON VIDEOS

The videos presented many similarities in the instruction of literacy to bilingual students.  The teachers in both videos both served as English speaking models for the students.  They spoke slowly and clearly in order to model appropriate grammar and pronunciation in the classroom.  Another important strategy that was present in both videos is the focus on increasing student motivation through activities that build self-confidence.  In the first video, the school increased student motivation by offering students choices.  Students were allowed to choose the activities they wanted to join (e.g dancing or soccer).  The video shows that even though students initially struggled with  the skills in some of these  activities (e.g dance moves), when they were able to master it at the end, this made them feel happy and good about themselves because they were able to succeed.  It is important to provide students with choices because it increases their chances to succeed.  When they succeed, it improves their confidence.  This confidence is brought into the classroom and influences their ability to learn.
     In the second video, student motivation was achieved by incorporating their culture into the curriculum.  We saw how students became much more engaged when they were relating the new material with their culture.  Students were able to make connections and share their prior experiences with the class.  It was clear that the lesson was interesting and meaningful to the students.  When teachers acknowledge the students' cultures, it sends the message to these students that they are valued and respected. As a result, this increases students' self confidence, engagement and motivation.
     Another similarity found in both videos, is the use of visual aids in the classroom and during instruction.  In both classrooms, there were posters, word walls, and illustrations for the students to refer to.  In the first video, the teacher uses pictures and a letter mat with a talking gadget to teach letter sounds.  In the second video, the teacher uses a Venn diagram to compare two different communities.  A graphic organizer is an effective tool to use when teaching ELLs new material.  It serves a visual aid and enhances their comprehension of the new material.
     I also observed the use of cooperative learning activities in both videos.  For example, in the first video the teacher paired up the students to read.  In the second video, the students worked in small groups to complete a Venn diagram.  I think cooperative learning activities are important for ELLs because it allows them to rely on their peers for support.  It also provides them with the opportunity to practice speaking the new language.  For ELLs it is more safe and comfortable to speak the new language in small groups, rather than in front of the whole class.
   Assessment was also carried out in both videos.  Both teachers assessed students using questioning.   Technology was used by the teacher in the first video to assess students and provide individualized assessments.  In the second video, the teacher displays a student's portfolio and explains the different types of assessments used in her class.  The portfolio includes students scores on a range of assessments: phonemic awareness, phonemes, rhymes, word works, running records etc.)