Practitioner Performance Outcomes
Title of Video 2: Deeper Learning for English Language Learners
1. Performance
Outcomes
1 4(b) The teacher engages
student in learning
experiences in the
discipline(s) that encourage
learners to understand,
question, and analyze ideas
from diverse persepctives so
that they master the
content.
2 2(e) The teacher
incorporates tools of
language development into
planning and instruction,
including strategies for
making content accessible to
English language learners
and for evaluating and
2. Specific statement 3. Explanation of 4. Explanation of
or action from the how outcome was how you could
video. mastered or not master the non-
mastered in video mastered outcome
segment. from Column 3.
*”We provide a Underline: mastered
rigorous and safe not mastered
environment for
them to flourish The teachers in this
through project- video engage
based learning.” students with many
different native
*Students make a languages in hands-on
scale model of a projects which
building using require them to work
different tools. with a group of
diverse partners using
*Hands-on DNA the English language.
project
*”The project is
giving them
something more
than just words to
grab on to.”
*”They’re working in Underline: mastered
small groups because not mastered
they need to be
using language The teachers in this
actively.” video used many
strategies to make
*students can access content accessable,
materials in their such as allowing
supporting their
development of English
proficiency.
3 5(g) The teacher facilitates
learners’ ability to develop
diverse social and cultural
perspectives that expand
their understanding of local
and global issues and create
novel approaches to solving
problems.
4 2(d) The teacherbrings
multiple perspectives to the
discussion of content,
including attention to
learners’ personal, family,
native language to students to access
support the content. content in their native
language and use
*Learn new language English activley during
by engaging in group discussions.
hands-on projects.
*Use English to
engage with peers
and present learning.
*modifying content
so it doesn’t include
too much “jargon”
*preteach
vocabulary
*”Having students Underline: mastered
who know how to not mastered
navigate a global
world and speak Students in these
multiple languages is classrooms may
a huge strength. access information in
Critical thinkers who their own language,
can communicate but have engaged in
well, who can cite problem solving
evidence for their activities that require
views, and can work them to collaborate
with diverse groups using the common
of people, can language of English.
callaborate reall
across diversity is not
just an idea but is
reality.”
*Problem-Based
activities
*The students Underline: mastered *Ask the students,
participate in a not mastered “What connections
discussin in which a do you make to your
student compares a The students home/family? Your
situation in the Great discussed the own life? (p. 69)
Gatsby to American similarities between
and community experiences
and cultural norms.
5 3(f) The teacher
communicates verbally and
nonverbally in ways that
demonstrate repect for and
responsiveness to the
cultural backgrounds and
differing persepectives
learners bring to the learning
environment.
society in the 1920’s. characters in The
The student refers to Great Gatsby and
“The American American Society in
Dream”, or times of the 1920’s. There is
reform. an opprotunity to
relate to students
lives that isn’t taken.
*The teacher acted Underline: mastered
out the vocabulary not mastered
word extract.
The male teacher in
*The teacher moves the video uses many
his fingers in a circle hand signals and
as he says the word movements as he
circle. speaks to support
student
understanding.