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ERIC Number: EJ1046052
Record Type: Journal
Publication Date: 2014-Apr
Pages: 6
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0036-8555
Leveling Up
Bautista, Nazan
Science Teacher, v81 n4 p32-37 Apr 2014
A national survey reports that 42% of mainstream teachers have English language learners (ELLs) in their classrooms, but only 12.5% say they have been prepared to work with them (National Center for Education Statistics 2002). This article supplies a framework to address the cognitive demands of ELLs with varying proficiency levels, guided by the Revised Bloom's Taxonomy (RBT) (Anderson and Krathwohl 2001). The author offers examples of tasks that can be used with ELLs--from the lowest cognitive demand levels to the highest--which help ELLs demonstrate their knowledge and reasoning development. To avoid watering down the science curriculum for ELLs, teachers must provide a variety of tasks appropriate to their proficiency levels, while maintaining a challenging cognitive demand. It is every science teacher's responsibility to help ELLs accomplish higher-order thinking, regardless of their language abilities. Teachers must commit to putting time and effort into modifying their lesson plans so that ELLs achieve the same goals as mainstream students.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A