LTBC Course
Overview
Refugee Education
Within Professor Shanahan's lectures, TA's learned about the global refugee crisis affecting millions of people worldwide and its educational implications.
There are a variety of barriers to refugee education access, some niche and others wide-ranging. Due to the vulnerable and impermanent nature of refugeehood, many of these barriers may be impossible to overcome, and thus too many people are left uneducated.
*Note: the sizes of the represented barriers are not indicators of importance*
Language Learning
The primary frameworks we considered when developing language pedagogy were the Common European Framework of Reference for Languages (CEFR) and Universal Design for Learning (UDL). Through these structures, TA's learned about the different expectations for language learning and how best to support such education through engagement, representation, and action & expression.
Common European Framework of Reference for Languages
Through the CEFR, TA's were able to develop level-appropriate content that would challenge and engage students in a positive way. In this internship, we focused on A1-A2 levels of language.
A1: simple conversations, introductions, questions, and interactions
A2: Comprehension of simple sentences related to self, communication of basic tasks, and basic descriptions of self and background
Universal Design for Learning
UDL's framework helps to develop a holistic understanding of teaching that creates an awareness of student needs and sensitivities. In every aspect of our lesson planning, we sought to engage every aspect of UDL into our teaching.
Lesson Development
Using a variety of different lesson development structures, TA's learned how to effectively scaffold and cultivate explanations, examples, and materials for effective teaching. Although individually each technique is effective, having a holistic understanding of material planning and development is helpful to fill any potential gaps in student knowledge and encourage educational growth. The primary lesson development methods we analyzed were Backward Design, Bloom's Taxonomy, and the PACE model.
Backward Design
Backward design is a method in which you build a lesson plan in a backward fashion, beginning with the big-picture goals and working down to the specific aspects that will help achieve such goals.
Bloom Taxonomy
Bloom's Taxonomy is a pyramidal development guide that begins with basic recall and continues upwards from simple memorization of material all the way to the production of original work.
PACE
The PACE model divides lesson development into four primary aspects: presentation, attention, co-construction, and extension.
Presentation: Teacher explanations and practical examples
Attention: Teacher supports student practice with new concepts
Co-Construction: Teacher + student co-construction of material
Extension: Independent student application of material