Leveling Up

Autor/in	Bautista, Nazan
Titel	Leveling Up
Quelle	In: Science Teacher, 81 (2014) 4, S.32-37 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	English Language Learners; Language Proficiency; Cognitive Ability; Science Instruction; Taxonomy; Secondary School Science; Secondary School Students; Science Teachers; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Taxonomie; Sekundarschüler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	A national survey reports that 42% of mainstream teachers have English language learners (ELLs) in their classrooms, but only 12.5% say they have been prepared to work with them (National Center for Education Statistics 2002). This article supplies a framework to address the cognitive demands of ELLs with varying proficiency levels, guided by the Revised Bloom's Taxonomy (RBT) (Anderson and Krathwohl 2001). The author offers examples of tasks that can be used with ELLs--from the lowest cognitive demand levels to the highest--which help ELLs demonstrate their knowledge and reasoning development. To avoid watering down the science curriculum for ELLs, teachers must provide a variety of tasks appropriate to their proficiency levels, while maintaining a challenging cognitive demand. It is every science teacher's responsibility to help ELLs accomplish higher-order thinking, regardless of their language abilities. Teachers must commit to putting time and effort into modifying their lesson plans so that ELLs achieve the same goals as mainstream students. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10