View Content #18134

From http://languagemagazine.com/?page_id=92395

Tools for Achieving Oral Fluency
by Marsha Appling-Nunez

“[T]eachers figure out, hopefully sooner rather than later, that not only do they need to differentiate every lesson plan and/or classroom activity based on a few previously identified students with exceptional needs but also to differentiate a lesson for each student by scaffolding every student, regardless of actual skill level and the one in which the student has been placed. This matter of differentiated instruction becomes even more critical when dealing in IELP or adult ELL programs, where no identification of exceptional students is conducted and ELL student placement is one size fits all. Program directors don’t want to hear complaints of misclassification or claims of student shortcomings, so what can be done?

“Maintaining a student-centered classroom where the instructor is a facilitator can become a tad more manageable when ELL teachers shift from Bloom’s original Taxonomy to the revised taxonomy by Anderson et al. and fire up the ol’ laptop. That’s when the real instructional fun begins.”

Read the full article at http://languagemagazine.com/?page_id=92395