Instruction in Content Areas, Part 5

Question 1: List and describe some instructional strategies for intrapersonal and naturalistic students.

Answer 1: Beginning teachers will need to develop instructional strategies that are appropriate for students of every learning type. Intrapersonal students are introverted; they prefer to work by themselves and set their own goals. These students are often capable of thinking deeply on a particular subject, but may not be as good at thinking on their feet. Students of this type often enjoy pen pal relationships with students from the target culture. Naturalistic students, on the other hand, enjoy the outdoors, and are sensitive to small differences and details among living things. The students will especially enjoy exploration of the language for natural phenomena, and would benefit from being encouraged to maintain a journal in the target language.

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Question 2: Discuss literacy assessment in L1: formative assessment.

Answer 2: Formative assessment, which is occasionally referred to as educative assessment, is the acquisition of information about student progress through the performance of basic tasks in the content area. A formative assessment is as much about demonstrating the progress of the student for the teacher as it is about showing the student his or her own problems. A formative assessment can be delivered in a number of different ways: through peer-to-peer feedback, class discussion, or individual consultation. A formative assessment is not typically graded. One of the more common kinds of formative assessment is the diagnostic assessment, which is used to determine a student's current knowledge and skills. Students may perform a diagnostic assessment on themselves, or the diagnostic assessment may be performed by the teacher. In general, then, formative assessment is used to enable teachers to deliver tailored instruction to individual students.

Question 3: Discuss assessment of CALP and content-area concepts: dimensions of L2 fluency.

Answer 3: In assessing the second language fluency of the student, a teacher needs to keep certain factors in mind. In terms of talking ability, fluency means the ability to speak extemporaneously for a long time with few pauses. It also means the ability to say appropriate things in a wide range of social and academic contexts. Fluent students will have a broad range of vocabulary and syntactical forms, and will be able to speak in coherent and reasonable sentences. The sentences of fluent individuals are often described as semantically dense, meaning that they contain a number of sophisticated formulations. Fluent individuals are aware of the various patterns of interaction and discourse in the different situations, and understand the informal rules of conversation. Fluent individuals can express themselves creatively and imaginatively, and can use language to entertain others.

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