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Kevin Steinke

EDUC 359: Intro to ELL

Professor Reilly

27 November 2017

Lesson Reflection

1) For our lesson, the language objective was, Students will be able to identify the four main

causes of World War I. Our groups content objective was, Students will be able to discuss

in class the four causes of World War I using supporting details and vocabulary. I do feel

that these objectives were met, and we know this because not only could all of the students in

the room add to the discussion after our gallery walk, but also in our continuum they were

able to rehash the definitions of the vocabulary in their own words. Also, at the end of the

lesson, all of the students were able to complete the exit slip, which required a thorough

understanding of the new vocabulary and their meanings.

2) I do think that our lesson challenged the vocabulary and language development of the

students. By not giving them the definitions of the words, but rather eluding to the definitions

through pictures, the students had their own understanding of the vocabulary before they

were given the concrete textbook definitions. Therefore they were challenged to create their

own definitions, giving the words a little more meaning. They also did a lot of group work,

and spent a good amount of time sharing ideas and thoughts, so they were forced to use

language with peers and the class at large.

3) It was somewhat difficult to get a read on whether or not the gallery walk went exactly as

planned. We had about 10 people working in small groups for it, but I feel we would have

seen a much better outcome if we had groups of 5-6 students, rather than 2-3. Additionally,
while I feel that the exit slip would have worked better if the group discussion had more time

to work with the definitions. For example, while they all ended up getting them right, there

was confusion over the pictures that we used for militarism and nationalism. The pictures

were similar, however if there were more time to really dissect the differences in the first set

of pictures, it would have certainly helped to make the exit slip more clear. Also, I feel that

we should have spent much more time looking at the gallery walk pictures as a large group

(perhaps using the projector).

4) There would have to be changes to things like the continuum and the large group discussion.

For a student who lacks proficiency in English, something like a continuum might just be

very confusing and unnecessary. Unless it is done commonly, the concept of standing on a

scale of 1 10 to answer a question might be very unclear. Additionally, the large group

might be intimidating for an ELL student. It might be better to do small group discussion

first, and allow the students to know what they want to contribute to a larger group and not

feel as much pressure. I do think that the lesson done as a gallery walk would be a good way

to teach abstract concepts like alliances or imperialism to somebody with no foundation

on the subject and little comprehension of the language of instruction. In a way, using picture

that none of the students have seen to describe words that few of the students have heard

levels the paying field so that all students, regardless of native language, are on the same

page at the start of the lesson.

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