WGU D169 Essential Practices for
Supporting Diverse Learners Already
Passed
Acquisition-Learning Hypothesis ✔✔The Acquisition-Learning hypotheses Two independent
systems of foreign language performance: 'the acquired system' and 'the learned system'. The
'acquired system' or 'acquisition' is the product of a subconscious process very similar to the
process children undergo when they acquire their first language. It requires meaningful
interaction in the target language - natural communication - in which speakers are concentrated
not in the form of their utterances, but in the communicative act. The "learned system" or
"learning" is the product of formal instruction and it comprises a conscious process which results
in conscious knowledge 'about' the language, for example knowledge of grammar rules. A
deductive approach in a teacher-centered setting produces "learning", while an inductive
approach in a student-centered setting leads to "acquisition". According to Krashen 'learning' is
less important than 'acquisition'.
English Learner ✔✔a student who is in the process of acquiring English and has a first language
other than or in addition to English.
Formative Assessment ✔✔administered throughout a unit, aligned with KUDs, can use a variety
of formats, meant to help the teacher understand how each student is progressing, rarely graded.
,Summative Assessment ✔✔used at the end of key segments and the end of a unit, aligned with
KUDs, determine the level of mastery each student has achieved with the KUDs at the end of
unit, can use closed formats or performance formats, typically graded.
1. Timing/scheduling accommodations for assessments ✔✔multiple testing sessions, rest breaks
extended time to complete tests
Setting accommodations for assessments ✔✔small group, separate location, in a carrel, special
lighting, acoustics, at the student's home, hospital, individual testing stations, special furniture,
minimal distractions
Presentation accommodations for assessments ✔✔large print exams, Braille, directions read
aloud, test given by person familiar to child, directions in simplified language, directions
repeated, additional examples provided, size share or location of the space for answers altered,
noise buffers worn by student
Response accommodations for assessments ✔✔marks answers in test booklets, by machine,
large-spaced paper, dictates answers, signs or points as alternative responses, spelling,
punctuation and paragraphing requirements waived, use of response aids such a abacus,
arithmetic table, etc, calculator, spell-check device
, What is Progress monitoring? ✔✔provides essential data that helps teachers know what students
are learning, whether they are on track to master IEP goals, and how their performance compares
to that of their peers. can also provide valuable information to teachers to inform instruction and
differentiate learning.
Ways teachers can use assessment data to inform instruction ✔✔1. Differentiate instruction by
student readiness.
2. Set academic goals.
3. Evaluate programs and target professional development.
Describe some of the best practices for providing students with meaningful feedback. ✔✔1. Be
as Specific as Possible
2. The sooner the better (given immediately),
3. Address the Learner's advancement toward a goal.,
4. Present Feedback carefully,
5. Involve learner in the Process.
Culture ✔✔a set of values, beliefs and behaviors shared by a group of people.
Supporting Diverse Learners Already
Passed
Acquisition-Learning Hypothesis ✔✔The Acquisition-Learning hypotheses Two independent
systems of foreign language performance: 'the acquired system' and 'the learned system'. The
'acquired system' or 'acquisition' is the product of a subconscious process very similar to the
process children undergo when they acquire their first language. It requires meaningful
interaction in the target language - natural communication - in which speakers are concentrated
not in the form of their utterances, but in the communicative act. The "learned system" or
"learning" is the product of formal instruction and it comprises a conscious process which results
in conscious knowledge 'about' the language, for example knowledge of grammar rules. A
deductive approach in a teacher-centered setting produces "learning", while an inductive
approach in a student-centered setting leads to "acquisition". According to Krashen 'learning' is
less important than 'acquisition'.
English Learner ✔✔a student who is in the process of acquiring English and has a first language
other than or in addition to English.
Formative Assessment ✔✔administered throughout a unit, aligned with KUDs, can use a variety
of formats, meant to help the teacher understand how each student is progressing, rarely graded.
,Summative Assessment ✔✔used at the end of key segments and the end of a unit, aligned with
KUDs, determine the level of mastery each student has achieved with the KUDs at the end of
unit, can use closed formats or performance formats, typically graded.
1. Timing/scheduling accommodations for assessments ✔✔multiple testing sessions, rest breaks
extended time to complete tests
Setting accommodations for assessments ✔✔small group, separate location, in a carrel, special
lighting, acoustics, at the student's home, hospital, individual testing stations, special furniture,
minimal distractions
Presentation accommodations for assessments ✔✔large print exams, Braille, directions read
aloud, test given by person familiar to child, directions in simplified language, directions
repeated, additional examples provided, size share or location of the space for answers altered,
noise buffers worn by student
Response accommodations for assessments ✔✔marks answers in test booklets, by machine,
large-spaced paper, dictates answers, signs or points as alternative responses, spelling,
punctuation and paragraphing requirements waived, use of response aids such a abacus,
arithmetic table, etc, calculator, spell-check device
, What is Progress monitoring? ✔✔provides essential data that helps teachers know what students
are learning, whether they are on track to master IEP goals, and how their performance compares
to that of their peers. can also provide valuable information to teachers to inform instruction and
differentiate learning.
Ways teachers can use assessment data to inform instruction ✔✔1. Differentiate instruction by
student readiness.
2. Set academic goals.
3. Evaluate programs and target professional development.
Describe some of the best practices for providing students with meaningful feedback. ✔✔1. Be
as Specific as Possible
2. The sooner the better (given immediately),
3. Address the Learner's advancement toward a goal.,
4. Present Feedback carefully,
5. Involve learner in the Process.
Culture ✔✔a set of values, beliefs and behaviors shared by a group of people.
