Embedded Files
Meet the team!
Problem of Practice
Problem of Practice
How do we support EML students without isolating them? By providing visual scaffolding in lessons, we will improve our EML student’s ability to engage with the lesson material and advocate for their learning needs.
Choosing our theme!
Theory of Action
Theory of Action
If we employ visual scaffolding for instructions (change idea) while students are making sense of story sequencing (content understanding goal), then EML students will engage with the lesson with greater confidence (equity-based research theme).
We’ll see if it’s working by looking at scores on a story sequencing task (data collection).
Lesson Goal:
Students will be able to understand that when visual scaffolding for instructions are provided and students are making sense of story sequencing, then students will engage with the lesson with greater confidence.
SS Learning Goal:
Students will be able to apply what they've learned through reading / listening to a story and knowing what happens first, second, next, and last.
Task:
Students will be able to place events of a story in their natural order on a sequencing worksheets.
Focal Student 1:
Focal Student 1:
I learned that my student is close to and has a stronger bond with his Nana. This student has a rough home life and was very inconsistent at the beginning and middle of the school year. This student misses about once or twice a week of school which makes it difficult to see any progress he can make in class. This student struggles to work independently and sometimes even task avoids and has a hard time starting an assignment without needing reinforcements and support.
Focal Student 2:
Focal Student 2:
This student has a great love for baseball and his family. He also enjoys playing with his friends and is very sweet and kind. He can be found speaking both English and Spanish at school depending on who he is playing with or communicating to. This student can work independently and asks for support when he likes to double check his work.
PDSA Info.
As part of our Lesson Study, we worked on a Plan-Do-Study-Act (PDSA) Cycle twice. My group and I came together as a group to determine what we were noticing in our classrooms and within our EML students. After conducting our first cycle of observations and getting different ideas as to what we can be doing in the classrooms, we planned mini lessons and created graphic organizers and incorporated visuals within our classrooms for students to have these tools to support them in the classroom.
You can find the link for both PDSA cycles linked below!
Student Work!
Data collected from the lesson!
Data collected from the lesson!
Data Collection Cat's Lesson.docxReflection:
Reflection:
I believe by providing students with the tools and scaffolds needed to access academic content since the beginning of the school year is a key action to take in order to set them up for success throughout the school year. When my group and I started to plan out what our lesson study would look like for students in grades Kindergarten - 2nd grade, instant excitement could be seen amongst all our faces. As students might come into the class prior tools, it was important for us to take into consideration the kind of lessons we should teach into and how to further challenge their thinking. Within 2 months, students had made incredible growth on their work altogether in which really helped their confidence. The biggest thing my team and I wanted students to take away was that they can achieve content understanding by using the resources provided for them. I feel that my group and I succeeded in our lesson study and are proud of the mindset our students are growing into on the daily and using their resources!
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