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Hands- On Activities . Therefore, it is recommended that teachers use different teaching styles to meet English language learners' (ELLs') needs. Students who are learning the English language can benefit from a variety of learning modalities. For example, the tactile learner can have the opportunity to learn through hands- on activities, increasing the student's learning experience.

The following paragraphs will explain the positive outcomes hands- on activities have on ELLs, and how educators and parents can implement these strategies in their classroom or at home (O'Neil, 2. Hands- on activities let the students' minds grow and learn based on the experiences and the environment they are exposed to. ELLs learn while discussing, investigating, creating, and discovering with other students. As the students become familiar with the subject they are learning, they begin to make decisions, requiring less teacher support and allowing more interactive learning experiences to occur (Cooperstein & Kocevar- Weidinger, 2. There are some guidelines written by Milbrandt, Felts, Richards, and Abaghari (2. For a successful classroom experience to take place, ELLs need to have access to many different tools. For example, they need to be able to have access to computers, videos, books, magazines, manipulatives, and their local library to do research.

Public grades 9 through 12. Contains student bulletin, schedules, department pages and resources.

A digital library containing Java applets and activities for K-12 mathematics.

They need time to brainstorm, generate, and re- create their ideas. Furtheremore, ELLs need to feel comfortable to make mistakes and to start all over again when necessary. All of these components are important parts of the learning process, as students become independent learners. Classroom application. Mrs. Lizardi shared an example that took place when she guiding her students through classroom presentations of the book Of Mice and Men by John Steinbeck. A group of students decided to demonstrate what the book was trying to convey by using pictures (slide show) from different resources.

Students were planning to present the events that occur in the book by showing pictures depicting the scenery, characters, and situations, while another student narrated their interpretation. As the days went by, they realized that this approach was not conveying what they were trying to communicate. Therefore, the group changed gears and decided to communicate the book's message by presenting several acting tableaus. Students had to learn and practice six acting scenes that were less than a minute- long each and ended in a frozen pose. They presented the tableaus without using any words and had to exaggerate their acting to show emotional reactions in order to convey their message.

The activity allowed ELLs to participate, demonstrating their understanding of the main idea without the need of verbal language. This example demonstrates the need to provide time for students to plan and re- create their projects in order to meet the expectations presented to them by educators.

Students should be encouraged to be creative and to think outside the box — let them know that there is more than one way to get their message across. This teaching method will bring pride and ownership to their learning experience.

During hands- on activities, teachers do not direct students at every step. Therefore, at the introduction of the project, teachers should provide students with rubrics on how their project or presentation will be graded, as well as the requirements for each level of performance. By providing clear expectations on what you expect students to know, and do, ELLs can become active learners and gain expertise on the subject as they meet their learning goals. This learning modality builds on social interaction and therefore allows ELLs to have an opportunity to provide input as they learn new, important language and grammatical skills. As stated in the article by Copperstein and Kocevar- Wiedinger (2. In other words, when students have the opportunity to take learning into their own hands, they become proud and motivated to continue to grow and learn.

This is why Rosa Lizardi finds that providing students in her classroom with lessons that let them become active learners allows them to become motivated and to work harder to meet her high expectations. Hot links. Dave's ESL Caf. It includes news of interest to the ESL community, a job posting center, and resources for teachers and students, including an expansive grammar lesson section, a chat room, and a help center. Everything ESL: Classroom Lesson Plans.

Everything ESL offers more than 4. ELL students. Subjects covered include literature, social studies, science, and holidays/culture. Hands- On Science Activities. This website, from the Jefferson Lab, offers a variety of hands- on science lesson plans.

This is a great site for teachers in grades 6- 8, as it also provides ideas on how to modify lessons to meet students' needs. Read. Write. Think: Comic Creator. Read. Write. Think offers a variety of fun, interactive writing activities, including the Comic Creator. Students can fill in comics with their own words and storylines. Teacher. Vision: The Advantages of Rubrics. This site briefly describes the appropriate use of rubrics as well as offering ideas on how to present rubrics at lower grade levels (K- 3). Interactive Classroom Activities.

Provides ideas for a variety of interactive student activities, such as information gap, ordering and sorting, problem- solving, and conversation grids.

South Brunswick High School - School Information - Course Listing. Pathways to Business. The mission of the Pathways to Business Program is to provide students with an education of enduring value that allows them to be able to better envision their future.

The program is designed to meet students' interests and industry demands as well as integrate strong academics with career and technical studies. We offer students the opportunity to earn college credit for courses completed in high school, and provide for a seamless transition from secondary to post- secondary level. Our program utilizes a model that features an articulation agreement with Middlesex County College, which is a two- year post- secondary institution. It allows students to jump- start their college career while still in high school and offers a seamless transition from high school to entry into associate and baccalaureate degree programs at the post- secondary level through transfer of college credits to various institutions based on their individual policies.

Rigorous curriculum strives to prepare students for the large number of career opportunities in business. Courses are activity- based and designed to apply to a wider variety of learning styles than strictly lecture classes. Students are able to connect the knowledge and skills they learn in school through experiences such as field trips to business sites, college campus visits, interdisciplinary projects, presentations by business executives, and operation of an on- campus business enterprise. College credit is awarded to students through Middlesex County College’s High School Scholars program and the Pathways to Business partnership. Look for the Tech- Prep logo with course descriptions in the Business Education, English, and Mathematics sections of this booklet. Note: The School Store Operation courses are Merchandising and Retailing and are also a part of the Pathways to Business program. Cedrat Flux 3D Free Download more. See your guidance counselor or contact Kristin Laskin, Supervisor of Applied and Fine Arts and Technology Education 6- 1.

You may also contact Annette Galaro, Pathways to Business Coordinator, via email at annette. Pathways to Business is a partnership between South Brunswick High School, Middlesex County College, and Kean University. The Business Department curriculum is designed to prepare all students with basic business, marketing, finance and computer technology competencies.

The curriculum also prepares students for the technological developments and the rapid pace of social and economic changes in our society. Computer competency and practical applications are essential components in all of our course offerings.***NOTE: Business Organization and Management, College Computer Applications and Systems, Concepts of Business Management, and Small Business Management. Students electing any of these courses have the option of earning 3 college credits from Middlesex County College (MCC) through the Pathways to Business partnership. College Accounting I and College Accounting IIStudents electing either of these courses may earn 4 college credits from MCC through the Pathways to Business partnership. To earn college credits, the student must complete an application and pay a reduced tuition fee to MCC prior to the announced deadline.

This is generally due in late- October each year. College credit from MCC will be granted upon successful completion of course requirements. Credit is transferable to other institutions in accordance with that institution’s transfer policies. More details will be provided by the instructor during the initial weeks of the course.