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Case 6 Synthesis - Jaspar Smith (Literacy and expressive arts (ELL…
Case 6 Synthesis - Jaspar Smith
Refugee Ss and Ss from refugee parents
Not necessary different from other Ss, except when they are
mental health activities are important to teach, for they may provide to them strategies of coping with possible trauma etc
while teacher should remember they are not trained therapists and cannot 'fix' children
some Ss may have triggers that bring up traumatic memories
try to avoid and/or communicate when those triggers may come up in the classroom
Literacy and expressive arts
process drama
Ss develop ability to regulate actions, etc
related to one benefit of having a safe space
refugee
ASD
contextualized language
helpful for ASD and ELL students
choral reading
creates enthusiasm because of increased exposure to same text increased word meaning, etc
motivation to learn
ELL benefits
readers theatre
can be used as formative assessment
for refugee Ss too
low anxiety environment
good for
ASD too
refugee Ss too
repeated practice
comprehensible input
use of drama and expression
Motivation
main message
show interest in Ss progress, their perspective, and make classroom learning relatable to their experiences
especially important to refugee, ELL and ASD students because they may be harder to reach
Most surprising message
extrinsic and intrinsic motivation are a zero-sum game; they cancel each other out
Cross-curricular teaching
linked to text selection in choral reading
ASD
ELL and students with ASD have some similar needs
such as, consistent routines, pairing with helpful pairs, explaining background knowledge, difficulty understanding figurative language
place of refuge/safe place
need a space where they can go when they feel overwhelmed
good for all ss to have such a place when they feel overwhelmed
helps with motivation because is a space where Ss can self regulate and re-motivate
similar to such a space for refugee students when they are triggered or over-whelmed in other ways