Affective Lessons are Effective Lessons (Science for English Learners) – Podcast Episode 119 | Classnotes Podcast 119
Classnotes Podcast (February 25, 2013) As students get older and move into middle school and high school, some lose their positive attitude for certain subjects like science. Brain research indicates that emotion shapes cognition which naturally affects learners’ cognitive engagement. But teachers can lower students’ affective filter by valuing students’ perspectives and knowledge of science as they plan and deliver their lessons. Veronica Betancourt, M.A., continues our series of conversations on seven research-based strategies IDRA has developed for delivering instruction differently for secondary students. In this episode, she focuses on Strategy #2: Design asset-based science lessons for culturally and linguistically diverse classrooms. She describes why value-driven lessons are particularly important for English language learners and how to design asset-based science lessons. Veronica is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity.
Show length: 12:42
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Asset-Based Lessons for Linguistically Diverse Classrooms
Veronica Betancourt, M.A., IDRA Newsletter
Science Instructional Strategies for English Learners ~ A Guide for Elementary and Secondary Grades
by Abelardo Villarreal, Ph.D., Veronica Betancourt, M.A., and Kristin Grayson, M.Ed., IDRA
Visual Interpretation in Science – Strategies for English Language Learners
Paula Martin Johnson, M.A., and Veronica Betancourt, M.A., IDRA Newsletter
IDRA South Central Collaborative for Equity
IDRA’s professional development that provides teachers with scientifically-based strategies to teach initiative scientific concepts, critical-thinking skills, problem-solving abilities and processes.
Elementary and Secondary Students’ Perceptions Toward Science: Correlations with Gender, Ethnicity, Ability, Grade, and Science Achievement,
M. Faye Neathery, Electronic Journal of Science Education
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