61 SHELL EDUCATION PROFESSIONAL RESOURCES Grades K–12 8 titles Pub Date: 2020–2025 Paperback 80–96 pages Trim Size: 8.5 in. x 11 in. 50 Strategies for: Integrating AI in the Classroom: 9798765947104 Learning Without Screens: 9798765965733 Motivating Reluctant Readers: 9798885543408 Cooperative Learning: 9798765987612 Supporting Multilingual Learners: 9798765946244 Teaching STEAM Skills: 9798885543392 Summer School Engagement: 9798765974063 Support the success of all students in linguistically diverse classrooms. · Includes 50 practical strategies neatly organized into categories: creating a supportive environment, language support, listening, speaking, reading, writing, assessment, and visual literacy. · Strategies foster inclusivity and support the success of multilingual learners. Give students concrete opportunities to practice STEAM skills! · Builds 21st-century skills such as collaboration, handling failure, problem-solving, communication, and creativity · Offers grade-level differentiation and important reminders for each strategy · Includes student activity pages and instruction sheets Support summer learning with engaging strategies! · Strategies promote community and culture building in a summer school environment. · Offers creative strategies for teachers to use in a more relaxed environment with smaller groups, perfect for summer school settings. Support virtual learning with engaging strategies! · Strategies promote community and culture building in a summer school environment. · Offers creative strategies for teachers to use in a more relaxed environment with smaller groups, perfect for summer school settings. SUPPORTING MULTILINGUAL LEARNERS Creating a Supportive Learning Environment Friends Helping Friends Peer support is critical when teaching multilingual learners. There are several ways students can support one another. Peers can provide targeted feedback. They can provide first-language support when explaining new concepts or processing learning. Students can work in leveled groups (same level or high/ low groupings) to support one another. Make It Real Grades PK–1 Peer support for younger children is social and academic. ● Have students work together in pairs to complete projects or activities. ● Before asking students to do independent work, have them practice in pairs or groups. ● When possible, allow students to socialize in their home languages with like-language peers. Grades 2–5 Peer support should be targeted and prescribed for specific goals. ● Students can read in pairs, quiz one another, and use prompts to practice their learning. ● Assign roles in group work to ensure each member is responsible for a task that is appropriate for their language level. ● Model how to help, to ensure students understand the difference between helping their peer and giving the answers. Grades 6–12 Peer support and collaboration is effective in helping students process and practice language. ● Use peer editing for specific purposes. Assign peer editing roles, with each student responsible for looking for specific errors. ● Conversation partners or small groups can be used for practicing target language, to review content, and to discuss learning. ● Allow students to work in their language groups to process learning in their home languages. Give clear instructions for how to provide peer support along with the end goal for each peer support session. For example, if the goal is targeted feedback, assign roles detailing which partner does what during the session (e.g., who will give feedback and who will receive the feedback). Provide a detailed checklist of what the peer supporter should listen for, and provide instruction on how to receive feedback and how to ask clarifying questions. Before having students do a peer support session, model expectations by role- playing. Repeat this process any time there is a new expectation for a support session. It is essential to have structures in place so students know when and how to offer peer support. In mixed-level groupings, ensure that higher-level students are still being challenged. Structure peer support so higher-level students can support their lower-level peers while also having the time and opportunity to expand their own learning. 50 Strategies for Supporting Multilingual Learners—138434 © Shell Education 22 50 Strategies for Teaching STEAM Skills—136021 © Shell Education 16 STEAM SKILLS Failing Your Way to Success Snake Charming In this activity, students will work individually to test various materials to see which combinations create static electricity that can be used to “charm” tissue paper snakes. Students will need to use trial and error to figure out what materials (other than a balloon rubbed on someone’s head) can create static electricity. Through trial-and-error experiences, students will learn that failing is a natural part of investigation. They will identify which materials work to charm their tissue paper snakes by ruling out the ones that don’t. Time: 10–25 minutes Materials (available for students to choose from): tissue paper (1 piece per student), round tin pans (1 per student), scissors, markers, plastic rulers, wool fabric, construction paper, cotton socks, foam, plastic wrap, bubble wrap, cotton balls, silk scarves, nylon stockings Instructions: Introduce the activity and show a video of a real snake charmer. Each student will do the following: Cut a spiral out of tissue paper to create a snake and, if time permits, decorate their snake. Place their snake in their tin pan. (See figure 1.1.) Rub various materials together, testing to see which combinations create static electricity by holding them over the snake until it starts to rise out of the pan. Multiple combinations will create static electricity, but not all will. If a combination fails, encourage the student to try another they haven’t yet tested. Once a student is successful at creating static electricity, see if they can use it to make their snake dance or perform tricks. Make It Real More for You: Students are creating an electrical charge by rubbing various materials together. Creating friction between materials causes an imbalance of positive and negative charges. The tissue paper snake is then attracted to the charged object and lifts out of the pan because it has an opposite charge. Keep in Mind: Students will need to test various combinations of materials to figure out those that create enough static electricity to charm their tissue paper snakes. If students are stuck, help them come up with ideas for keeping track of what they’ve tried. They might need to test both materials over the snakes to determine which one became charged. Grades PK–2 ● Create a template for the snake to help students cut a spiral. Remind students that it is okay to make mistakes when cutting out their snakes. If they mess up, they can try again. Grades 3–7 ● Model how to cut the spiral snake out of the tissue paper. Encourage students to try other ways to cut out their snakes, especially if the way you modeled is not working. Grades 8–12 ● If time permits, allow students to explore other designs that they can charm or to try charming a snake made out of another material. SUPPORTING MULTILINGUAL LEARNERS Creating a Supportive Learning Environment The Bullet Point Students benefit from being taught how to navigate directions, especially ones that are multi-step. Help students understand the expectations by writing each step as you give instructions. Providing a bulleted list instead of a paragraph is also helpful. Use only the language that is needed to convey the requirements of the assignment or activity, to make the directions accessible and easy to follow. Make It Real Grades PK–1 Including visual support for all written directions provides comprehensible input and supports students in understanding expectations. ● Provide visuals in the form of drawings, images, realia, or modeling along with written directions. ● Limit written directions to simple phrases as much as possible. ● Provide visuals and/or modeling for each step of the instructions. Grades 2–5 Instructions should be modeled and written for students to follow. ● Provide both oral and written directions—as you say each step, write it on the board where all students can see it. ● Have students write the instructions themselves instead of giving them printed copies. ● Provide completed examples for students to reference as they complete assignments, activities, and projects. If these can be modeled or created as a group, that is most beneficial. Grades 6–12 Often in these grades, instructions are provided in the form of paragraphs. Students need to be prepared to navigate these paragraphs. ● Model the process for students. ● Teach students how to break paragraphs into incremental steps and create their own bulleted lists. ● Have students rephrase what is expected to ensure they understand. ● Break instructions for longer projects into parts, providing directions for each part as students progress. Providing bulleted or numbered lists of instructions helps students develop executive function. The visual of the list supports mental processing and working memory, and it helps students be organized and self-directed. Multilingual learners have a heavier cognitive processing load than their English-speaking peers. Often students must translate what they are hearing or reading into their first language, and then translate again from the first language into English to write or speak. Providing short, digestible instructions that are numbered or bulleted eases this process, as students do not have to hold all of the steps in their heads while they are working through each individual step. © Shell Education 50 Strategies for Supporting Multilingual Learners—138434 23 © Shell Education 50 Strategies for Teaching STEAM Skills—136021 17 Failing Your Way to Success STEAM SKILLS figure 1.1: tissue paper snake
2025 International Rights Guide
| Title Name |
Pages |
Delete |
Url |
| Empty |
Ai generated response may be inaccurate.
Search Text Block
Page #page_num
#doc_title
Hi $receivername|$receiveremail,
$sendername|$senderemail wrote these comments for you:
$message
$sendername|$senderemail would like for you to view the following digital edition.
Please click on the page below to be directed to the digital edition:
$thumbnail$pagenum
$link$pagenum
Your form submission was a success.
Downloading PDF
Generating your PDF, please wait...
This process might take longer please wait
