They describe a mechanism for combining theory courses with extensive classroom experience to better prepare MA students for the realities of classroom teaching. Participants in small groups analyze a videotaped lesson illustrating instructional strategies based on the three principles and suggest additional related strategies. In this colloquium, solutions and approaches to challenges specific to teaching second language students in low incidence situations are presented. This is followed by a discussion involving participants on how teacher development programs can better prepare teachers for the realities of practice. This overview of Census 2000 is followed by a demonstration of strategies to help ESOL instructors inform students about the census.
Participants receive teaching kits.
The speakers also offer suggestions for strengthening the programs so as to address the needs of this group of teachers. Audience participation is encouraged. In this workshop, participants discuss how learning to reflect is both a process and a skill. A framework for teacher reflectivity outlines developmental phases of the process. Hands-on work with samples of teacher reflection helps participants gain insight and practice in teaching teachers to reflect.