Does the student have sufficient primary language proficiency to make use of it as a resource for this activity? What about reading and writing in the primary language?

Benefits of technology do not accrue without teacher planning
and management. In order to differentiate instruction for ELs via technology, it’s
necessary to consider each student’s strengths, abilities, and personality traits so
that technology tools may be selected that build upon individual characteristics.
The following questions will help you assess what your students bring to the ac-
tivity or task.
1. What prior knowledge, including cultural knowledge, does the student bring
to the activity or task? How can prior knowledge be assessed, engaged, and
applied?
2. How much oral English is needed to participate? What about written
English?
3. Does the student have sufficient primary language proficiency to make use
of it as a resource for this activity? What about reading and writing in the
primary language?
4. What personality traits and social skills does the student bring relevant to
the activity?
5. What technology skills and knowledge does the student bring to school?
How can these be built upon and reinforced for academic learning purposes?

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