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What I see, What it means
What I see, What it means
Lo que veo, Lo que significa
Lo que veo, Lo que significa
WIS WIM.pdfThis pedagogy is one I use to help student analyze models, graphs or data tables (Analyzing and Interpreting Data). The process is simple, first students markup the data with what they notice visually. Second, students try to write a small caption for everything they noticed. Lastly students write a short summary of the data.
In order to adapt this pedagogy through a translanguaging approach students should be encouraged to use their entire language repertoire during the "What it means" portion of the strategy. This will allow students to engage with the data using all their funds of knowledge. If a goal is to have students perform a specific language task then the summary portion of this strategy can be an opportunity for students to accomplish this.
A few considerations for this strategy is to provide students with graphs that have axis titles that are cognates, or a word wall of important science vocabulary.
Model Revisions
Model Revisions
Scientists do not work in isolation. Normally, there are teams of scientists editing and revising their hypotheses through collaboration with each other or other teams of scientists. In order to include these within the context of our classroom students can engage with their peers in constructive feedback (Obtaining, Evaluating, and Communicating Information).
After some content has been taught, students have multiple opportunities to revise their initial models. Their models also go through peer review and feedback. This is to promote a sharing of ideas and for students to engage in classroom discourse. Students can offer feedback through vocal discussion or text. To modify this strategy to allow for translanguaging a couple of considerations can be made:
Encourage reflection and not correction. Students should not get caught up on fixing grammatical mistakes, unless that is the intention of the assignment (Tutt, 2021)
Assign feedback partners or strategic grouping: Students can be partnered up based on shared languages, or ability level. This will promote students to use their entire language repetoire and learn socially (Matrin-Beltrán, 2014).
Offer prompts and sentence starters: Students can be given prompts and or sentence starters to initiate peer feedback in multiple languages.
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