Fiction/Storytelling Unit:
Designing Significant Learning Experiences for Newcomer Emergent Bilingual Students
The sections below provide a comprehensive overview of three key components that contribute to the successful design and implementation of my innovation plan, an English Learners Language Arts (ELLA) course for newcomer emergent bilingual (EB) students. The Fink’s 3-column table serves as a structured framework for aligning the course’s learning goals, learning strategies, and assessments, ensuring a cohesive and effective learning experience. The Learning Environment and Situational Factors worksheet delves into the specific context of the teaching-learning environment, considering factors such as class size, course level, meeting schedule, delivery mode, and physical and technological considerations. Additionally, the Questions for Formulating Significant Learning Goals worksheet guides the formulation of clear and meaningful learning goals that align with the course’s objectives and the needs of EB learners. Together, these components provide a roadmap for creating an ELA course that empowers EB students to achieve their full potential in the English language and beyond.
For the English Language Arts course for newcomer emergent bilingual students I used Fink’s 3 Column Table, based on Fink’s learning taxonomy, which consists of six categories of learning that are interactive and interrelated: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. This is designed to provide an accessible and comprehensive overview of the learning outcomes, instructional strategies, and assessments for the unit. By utilizing this framework, I aim to create an engaging and effective learning experience that supports the academic and language development of our students through the exploration of fiction texts and other genres.
Navigating the nuances of teaching English Language Arts (ELA) to newcomer emergent bilingual students requires careful consideration of the specific and general contexts of the learning environment, the nature of the subject itself, the characteristics of the learners, and the attributes of the teacher. This section delves into these crucial aspects, providing a look into the learning environment and situational factors that need to be considered when designing and implementing an effective ELA course for this unique student population.
This final course planning document (for the Fiction/Storytelling unit) addresses various aspects related to the course’s immediate and long-term goals and answers the questions that support formulating significant learning goals. The answers to these questions are directly tied to the learning goals, learning activities, and assessment activities found in the 3 column table for the fiction unit in the first document above.
References
Collins, J. C., & Porras, J. I. (1994). Built to last: Successful habits of visionary companies. HarperBusiness.
L. Dee Fink. (2003). A self-directed guide to designing courses for significant learning. Jossey-Bass.