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If the goal of “Science for All” is to be accomplished, then we need to ask: (1) Are current practices working for students whose language differs from that of the mainstream group?(2) Are students acquiring school-only habits of thinking?Students artistically link their species to science concepts such as producers and herbivores.These strategies “not only motivate but also engage students in the reading process” (Elliot 2007, p. Besides promoting excitement in most students, art requires learners to: (1) outline mental representations of the concept of the object depicted, (2) encode and decode information in ways that represent their own manner of seeing the world, and (3) self-evaluate the translations they have made of the written text (Elliot 2007).3.Such activities encourage meaningful contribution from each team member by providing opportunities to showcase individual skills.2.Incorporate collaboration Cross-curricular collaborations can be generated by involving other school professionals.

Art teachers will be interested in promoting drawing skills as students use art to represent the organisms for presentation.Collaborative planning can also help teachers maximize and plan for multisensory approaches using props, outlines, visuals, sound, and motion to reduce linguistic abstraction and demands.Science lessons for ELL students should be hands-on whenever possible.For example, art teachers can help integrate diverse teaching and learning styles.ELL instructors can help science teachers understand ELL student needs and adjust instruction.