Who's getting it?
Submitted by Susan Finn Miller on January 21, 2016 - 3:09pm
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Hello colleagues, Today in my beginning ESL class we did an activity on reading want ads with a focus on the abbreviations that are often used, e.g., F/T = full time, P/T = part time, exp. = experience, etc. I hesitated a bit to do this activity since I thought it might be too difficult, but I decided to go ahead with it. We worked through the ads and the abbreviations together as a class. Several students readily called out answers and seemed to fully comprehend the language.
Then students worked with a partner or small group to answer specific questions about the ads, such as which job requires experience, which job is in the morning only, which job pays more than $7.25 per hour-- and so on.
As I circulated around the class, it quickly became clear that my initial concern about the activity being too difficult was well founded. While the vocal students who had been calling out the answers when we were working as a whole class were having no trouble, about a third of the students were pretty lost. This was clearly important formative assessment information for me, and I paired up those who were struggling with a more advanced student to offer support with the activity..
Good lesson for the teacher! I can't assume everyone is getting it! I need to be sure to allow every student to demonstrate understanding.
Cheers, Susan Finn Miller
Moderator, Assessment & AELL CoPs