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PRAXIS TESOL part 4
Proficiency tests- content objectives
| Question | Answer |
|---|---|
| proficiency tests | used to measure english language abilities of students whose primary languages arent english. Typically measure proficiency in 4 or more language domains (commonly reading, writing, listening, speaking) |
| practicality | the ease of accessing, administering, and scoring an assessment or test. Expense, time considerations, and usage are not prohibitive as a result of being to costly, time consuming, or unmanageable for the community its meant to serve |
| predictive criterion related validity | the results of an assessment align as expected with future independent measures of the test takers (ex GPA) |
| concurrent criterion related validity | results of an assessment align as expected with other tests that measure similar criteria |
| criterion related validity | demonstrated when items on a test are shown to measure specific criteria(predetermined standards) as confirmed by participant outcomes or scored. |
| construct validity | demonstrated when items on a test are shown to adhere to an underlying construct(concept theory or hypothesis) that represents the guiding purpose of the assessment. tests must measure only ability of what is being assessed |
| content validity | demonstrated when items on a test are shown to measure the content knowledge they say that they measure. Often referred to as alignment because tests should align with the subject matter being tested |
| validity | data show that the test measures what it says it measures in a specific context. 3 types: content validity, construct validity, and criterion related validity |
| reliability | data show that the test produces the same predictable results under different conditions and in different settings |
| strategies to ensure active involvement in learning | scaffold, teach students self monitoring, model independent learning behaviors, maintain open communication focusing on student learning and achievements, provide open feedback on student progress |
| independent learning skills | allow kids to make progress in their learning without direct assistance from teachers, enabling kids to personalize what their studying and take ownership of skill development. requires strong student teacher relationship, productive environment |
| constructive feedback | ensures that students dont lose confidence in what they're doing but recognize and implement ways to improve their skills. Feedback should be objective specific and relevant to lesson at hand |
| language rich environments | engages students in communication and conversation on a daily basis, word walls for vocab, extensive classroom library, and posters displaying language concepts |
| affective domain | defines how people deal with emotional things such as feelings motivations and attitudes. influenced by daily experiences. teachers must be aware of student self esteem, motivation, and inhibitions to keep them positively engaged |
| to develop higher order thinking: part 2 | esol students and teachers should meet on a regular basis language lessons should focus on communicative skills first |
| to develop higher order thinking: | students must be permitted to learn at their own pace. thematic and linguistic content must align for students, esol&content area teachers should plan together, class sizes should be kept small to provide individual attention to students |
| Lateralization | when the two hemispheres of the brain begin to function as distinct halves. occurs between 2-12 years. easiest time to learn a second language |
| audiovisual aids | any items that stimulate student sight or hearing: music, television, movie clips, theater productions, photos, etc |
| multimedia resources for esol and content instruction | internet websites, computer software programs, realia, audiovisual aids |
| culturally appropriate materials | take into account student backgrounds, experiences, and interests. Steer clear of uncomfortable social political or religious topics that may make students uncomfortable |
| age appropriate materials | can be created by modifying various classroom activities and resources to fit student need age and level |
| level appropriate materials | select length appropriate texts with a mix of familiar and unfamiliar vocab and a recognizable organizational pattern |
| global learners | focus on big picture and show little interest in specific details. interactive lessons, group activities, writing stories, making up games, dont correct them mid conversation |
| analytic learners | learn by focusing on details. structured lessons in which information is provided logically and directions are delivered sequentially. clear objectives puzzles missing letters or words and concentration games |
| kinesthetic learners | learn through physical movement: play games that require whole body movement, setting up experiments, following instructions to do or make things, participating in activities that involve gesturing and motion |
| tactile learners | learn by touching and manipulating objects: passing around flash cards, having learners trace and touch words, creating models, playing board games, gesturing, using puppets toys and blocks |
| auditory learners | learn by listening: spoken instruction, listening to stories, songs, short stories. excel in pronunciation exercises |
| visual learners | learn best by seeing things: pictures, written words, colorful posters, flashcards, tests with illustrations, charts & graphs, computer graphics, and videos |
| teachers of preliterate and nonliterate students must part 2 | repeat things slowly and frequently to aid students in retaining new info, sequence materials from most concrete to most abstract to help students build upon their knowledge, teach students classroom expectations rules and learning practices |
| teachers of preliterate and nonliterate students must | recognize&evaluate orals skills of each learner, remember everything is new to the students, expect student progress to be slower than that of literate learners, celebrate small achievements |
| strategies for effect esol instructors part 2 | use instructional strategies&approaches that bridge languge&content learning, correlate lang standards & assessments w/content area standards& assessments, know linguistic and academic needs of students |
| strategies for effect esol instructors | have language rich environment that encourages kids to interact with english in many ways, teach strategies to help kids learn language, use kids native language to support english development |
| semi authentic materials | created by native or nonnative speakers and based on original materials, but have been adapted to fit the lesson objectives and the needs of students . popular with low level learners. Let students access content w/out being overwhelmed by grammar & vocab |
| authentic language materials | materials intended for everyday use by native language speakers. ex. menus pamphlets commercials and television broadcasts. use in lessons makes lessons more relevant |
| multisensory strategy | using learning materials that integrate multiple senses. providing instruction targeting visual auditory and kinesthetic pathways to promote memory and learning . part to whole instruction |
| task based instruction | calls for students to participate in communicative acts to complete a particular task. activities require students to comprehend, produce, manipulate, and interact with english while focusing on meaning and conveying ideas with proper grammar and syntax |
| content based language instruction | involves use of subject matter material as the basis for practicing communicative skills . learners motivated to engage in stimulating activities that introduce them to new subject matter concepts while offering opportunity to be exposed to English |
| integrated language skills | skills that allow students to practice and apply their knowledge of different elements of language simultaneously. 2 different approaches |
| discrete language skills | aspects of language governed by rules like phonics grammar and syntax. taught through direct instruction through focused exercises |
| strategies for activating prior knowledge | introduce vocabulary before content, use graphic organizers outlines and diagrams, brainstorm ideas about the topic or content, ask questions about topic and things related to it |
| types of metacognitive strategies | identify what is known and what is known and what is not, plan for tasks, keep a thought journal, talk about thinking, self evaluate, discuss an activity |
| metacognitive strategies | thinking about thinking. reflect on thinking process and knowledge . teach how to analyze knowledge to plan monitor evaluate and revise thinking to meet learning goals. lets students identify prior knowledge, what they dont know, &what they need to learn |
| self regulation strategies | help students monitor their behaviors . self monitoring, evaluation, time management, and goal setting. contribute to metacognitive processes and focus |
| reasoning strategies | help students determine what they believe to be true/false, correct/incorrect . involves creation of arguments &counterarguments, fair evaluation of evidence, and careful consideration of source material |
| problem solving strategies | help students see ways they can achieve a specific goal. most important skills equip students to understand a problem and develop a plan to solve it. use reflection |
| writing strategies | help students complete unstructured tasks by emphasizing the importance of planning to make and organize ideas. Teach explicit planning brainstorming editing and revising strategies. creates comprehensive well composed pieces |
| comprehension strategies | help students process and retain content. usually broken into subcategories of monitoring, using text structure, summarizing, elaborating, and explaining. help retain & comprehend new information |
| cognitive strategies | help students retain and organize the knowledge they gain. help students become more successful in their learning. 6 types |
| language objectives | describe how ESOL students will demonstrate their mastery of language materials by reading, writing, speaking, or listening. clear and measurable. |
| content objectives | identify what students should be able to do at the end of a content area lesson. should have measurable goals and be written in student friendly language |
Created by:
cbowle14