I had a little bit of a hard time
finding articles that really went with my topic of fostering self-sufficiency
in ELLs, but I was able to find some other articles that go along with what I
am thinking, but once I started reading, I realized that the articles I found
apply more to my research than I anticipated. Initially, I thought an article called Fostering English Language Learners’
Confidence was just about strategies to help ELLs become successful, but as
I thought more about the section of the article about establishing routines, I
thought more about how maybe I have created a routine of giving too much
feedback. I wonder if I limit my feedback or change how I respond to them, will
the kids stop asking for it?
In another article I read about self-efficacy
in struggling learners, talked about doing think alouds to show kids how to
create and monitor small goals. I think that this idea might help my kids a
lot. They probably just don’t know how to set goals and self-monitor, so if I
can teach them some strategies on how to do this when they are working and once
they finish their work. This article also talks about creating manageable tasks
that are manageable for struggling learners which is something that I always
try to keep in mind when planning for my ELLs.
After reading these articles, I am
thinking about adding a piece to inquiry tasks that I plan for my students. Maybe
if I model how I would think through the process first, I might give the
students a checklist, or way to help them self-monitor while working in groups,
or maybe I could have them come up with their own ways to self-monitor when
doing an inquiry task. I definitely have some work to do.
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ReplyDeleteJackie,
ReplyDeleteUsing a think aloud sounds like a great idea! It would provide a way for everyone to express himself or herself and work toward setting a goal that can be monitored. I also think self-monitoring is a positive way to allow students to engage in the actual learning. Eventually, students will have to be more independent and will need these important skills. Including these skills in our instructional practices is beneficial to all students.
In English, we call this chunking. When given a big task, breaking it down in manageable chunks so that the student can see that she can be successful. Let us know how it works!
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