Visual Strategies: Semantic Mapping
A minimum of one-paragraph stating why you chose the strategy you selected with an emphasis on how you think this strategy will benefit your CLD students (focus on the linguistic, academic, cognitive, and sociocultural dimensions of the CLD student biography).
I like this strategy because it creates links between new vocabulary terms and past knowledge. Basically it will help CLD students in term of its cognitive and their biography as well. Students can see links between the concept and the knowledge teacher represents to them. The links are various and multiples so basically it will help them to associate it with their thinking and knowledge.
Through visualization, actually CLD students exposing their ability to make inference by using images. This actually can lead to discussion among students, thus it is good for his sociocultural dimension and cognitive thinking skills by reasoning out their thoughts to their friends. Visualized create meaning to CLD students especially those who are visual learner. It helps them to construct their own comprehension.
? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).
There are various ways to introduce it, firstly, it can be initiated by discussions/conversations when teacher ask questions related to words and students answer. From the answers, teachers can make links to the words; it means other ideas that have sort of relations to the words will be written to see the linking/connections.
? A minimum one-paragraph description of how the strategy was implemented (in what ways was the strategy practiced and applied by the students during the lesson).
The strategy is implemented in order to create hypothetical thinking in students’ minds. Teacher must know how to make connections to what are they going to read and study. Comprehension can be developed through elaboration of the links to students past knowledge.
? A minimum one-paragraph description of how the strategy was wrapped up at the end of the lesson (what was done to conclude the strategy with the students).
Teacher will celebrate the linking made by students and related it to the text they are going to read, as well as the past lessons.
? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.
The more links students provide, it will assist understanding better as long as teacher can make sense and relations to it. Post discussions will assist understanding. It opens up for discussion that I think can lower the students’ affective filters.
? What recommendations would you have for implementing this strategy in the future (e.g., what additional adaptations or materials would you use to further enhance the strategy for CLD students).
I am thinking that we can refine semantic map by stressing it as a graphic structure, where it can be a place to organize students’ thoughts. It is because visualization can interact with reader’s background knowledge to create vivid pictures in our mind. This is authentic as it is developed by those who can see the vivid pictures in their mind from their own perspective that is highly influenced by culture( CLD students)
Tags: cognitive, diffrentiated strategies.literacy, metacognitive, reading lessons