This is a clip from a short film about immersion education. It shows a recent immigrant, Moisés, in an American math class.
While short, this video really hits home how our English language learners often feel in content-based classes. It is a reminder for teachers to use strategies that help support ELLs with barriers they may be having with language.
Ooo…spicy headline New York Times! (I totally clicked it!)
According to this article, a senior education official in Iran told state television that the teaching of English in primary schools as part of the official curriculum in both government and nongovernment schools is against the law.
I would love to get a focus group of Americans together to elicit their reactions to this. Iran is often played as the villain in U.S. politics and media, and I am sure many would have strong opinions on the issue.
I would equally be interested to hear from Iranians and their thoughts. I have some classmates from Iran, so I plan to ask them their perspectives (Hopefully, they will comment below).
Where do I stand? I agree to a certain extent with the Iranian government, but with some caveats.
Far too many teachers ask themselves 5 minutes before class, “What am I going to teach today?”
I believe the vast majority of teachers want to be great and know they should have learning objectives.
But the truth is…writing learning objectives are hard.
Although learning objectives are usually the starting point for course reform, Wieman (2017) discovered that faculty often struggled with writing learning objectives and that beginning with teaching strategies was often an easier place to start.
Given its difficulty, it is no wonder teachers often default to “winging it” rather than writing learning objectives.
This difficulty is compounded for teachers who teach in content-based language teaching (CBLT) settings, which requires both content and language objectives.