Discussion on Cooperative Learning Strategies - group discussion overview In this module, you will be continuing your research on disciplinary literacy strategies Workshop Part 2 You will be finish

Toolkit for Midterm Section:

Visual Supports

Using visual aids to complement verbal or written explanations is especially helpful for English Language Learners who are still developing proficiency in the English language. Visual supports make abstract concepts and vocabulary more concrete, which aids comprehension. Some effective visual support strategies include:

Word Walls: An displayed alphabetical listing of vocabulary words with images to illustrate meanings. Students can refer to this as needed.

Pictures/Photographs: Simple pictures or photographs can represent vocabulary, illustrate stories/texts, and show sequences or processes.

Graphic Organizers: Visual organizers like Venn diagrams, cycles, charts help students organize relationships between ideas.

Videos/Animations: Short clips bring concepts to life in engaging ways. Captions further the language benefit. http://www.colorincolorado.org/ell-strategies-best-practices

https://nearpod.com/blog/support-english-learners-with-technology/ http://www.cal.org/siop/about/

https://youtu.be/JkKa64rLC3o?si=webezYX-9Y0iNn1J

I will use visual supports to help my English language learners better understand core concepts in my cells and microorganisms unit.

The first step will be to create a word wall display in the classroom that defines key vocabulary like "cell membrane", "cytoplasm", "nucleus", and types of microbes. I will working with students to draw medically accurate illustrations to accompany each word.

Before introducing new topics, I will launch engagement activities using relevant images. For example, when starting a lesson on bacterial cell structure, I will show magnified microscope photos of different bacterial shapes for students to observe and describe what they notice.

When explaining the organelle functions, I will supplement my instruction with a short animation comparing plant and animal cells. During guided practice, students will work in groups to generate concept maps linking organnelles to their roles using graphic organizers.

For a summarizing assessment, students will be given photos of unlabeled cell diagram and types of microbes. In pairs, they will discuss and write the names of what they see based on our visual word wall reference. Their participation will demonstrate comprehension of core cellular concepts in a low-risk format.

By thoughtfully incorporating relevant images, I aim to make complex scientific material more accessible for my ELLs through visually supporting the verbal and written explanations. Their engagement and achievement is my priority.

2 Engager strategies:

To introduce a new unit on ecosystems, I will use an anticipation guide to activate their prior knowledge and trigger curiosity. I will construct 6 statements about ecosystems at varying levels, from general to specific, and have students discuss whether they agree or disagree individually then with a partner who has the opposite view. We will revisit responses after reading to check understanding.

For vocabulary pre-teaching, I will use elaborated KWL charts in groups. Students discuss what they already Know about 5 key terms and ask questions about what they Want to know. Then I will show visuals and provide simple definitions to investigate those gaps. For example, for "producer" I may show a photo of a plant with a sun and discuss how it converts the sun's energy into food. Students will fill in the Learned section after our mini-lesson.

These strategies allow students to connect new concepts to what they already know in their native language and share ideas in a low-risk way. The anticipation guide generates interest while the elaborated KWL helps render vocabulary more concrete through visual context clues before the formal reading.

2 ESL or ELL strategies: Scaffolding instruction is an important technique for supporting English Language Learners. It involves the strategic reduction of demands on students by the teacher as they gain skills and confidence. I will use scaffolding by breaking down complex tasks, explicitly modeling my thinking, providing sentence frames and think-alouds, and encouraging peer collaboration. For example, when teaching a new reading strategy I will first do it with students, pointing out my reasoning. We will then do it together, with students taking more responsibility.

First, I will assess students' current English language proficiency and content knowledge to determine the appropriate level of support needed. For a new writing task, I will clearly model the multi-step process using a think aloud. I will provide a fill-in-the-blank graphic organizer to help plan their ideas before drafting. As students write, I will circulate and offer individual scaffolds like targeted vocabulary or sentence frames. Later drafts will have less support as students develop independence. Peers will also assist through partner editing using a checklist. Completed work will be displayed highlighting progress. Scaffolding will help students learn challenging new skills through structured temporary supports.

2 Cooperative Learning strategies: For a discussion method, I will use a numbered heads together activity to review a chapter. Students will number off and be placed into groups to discuss answers to 5 review questions. Members must listen to contribute information, justify answers and reach consensus. We will then cold call various numbered members to report back, keeping them accountable.

As an interactive method, I will implement a Jigsaw structure to teach new vocabulary words. Each student will be assigned 1 term to research and become the expert on. They will then convene in expert groups to discuss and prepare teaching the class. Once returned to their original group, students will teach their word to help their group members learn while explaining rationales. This engages them in collaborative conversation around academic terms.

Both strategies promote active participation from ELLs through supported discussions within a structured, team-based environment paired with immediate application of learned information.

Midterm Lesson Plan ONLY for TC Candidates :

Upload Lesson Plan in the Midterm on Canvas

Next Section is for Finals :

2 Visual Organizers :

(Thinking map, Semantic Feature Analysis, or another graphic organizer, concept map or

Foldable of your choice)

2 Technology strategies to enhance comprehension.

( 1 Webquest and 1 other strategy of choice)

2 Vocabulary strategies

Final T-TESS Lesson Plan ONLY for TC Candidates – Add to Canvas Final