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  • Teach in Thailand

      By: Stephanie < Show E-mail >

      Date: Mon, 22 Oct 2018

      Location: (United States)

      I am a graduate student and have a question for any teachers who may have experience with ESL students in the classroom.

      From experience, do you think incorporating scaffolds or multi-modal approaches to teaching content for ESL students during class helps and specifically does it tend to also help teach non-ESL students or is it instead using up extra academic time without benifiting non-ESL students? If it is time consuming, how do you decide when to incorporate extra assistance/scaffolds for ESL students when working with a class of both ESL and non-ESL?

      Thanks for any feedback!

      Re: TEACHER FEEDBACK (views: 2281)

      Southeast Asia (Thailand) - Tue, 23 Oct 2018
      Posted by Michael

      With regards to scaffolding strategies, I find that modeling and graphic organizers are very good for comprehension.  When looking at multi-modal approaches, there is always a benefit to using a combination of text and images to increase understanding. The mind distinguishes more in the visual cortex as visual memory.  As such, the more visual educators make learning, the greater the amount of subject matter that can be memorized and retained.  Mayer's Theory of Multimedia Learning and Paivio's Dual Coding Theory are great theory on this.

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