Challenges in planning

 

 

 

 

Briefly explain how teachers of ELLs can address challenges in planning social studies unit of study.

Sample Solution

Challenges in planning

Today`s classrooms increasingly include students for whom English is not a first language. No educational issue has proven more controversial than how to teach linguistically diverse students. Intertwined issues of ethnic and cultural differences are often compounded. So how can teachers of ELL address challenges in planning social studies unit of study? Instructions begins when you, the teacher, learn from the learner. Put yourself in his/her place so that you may understand what he/she learns and the way he/she understands it. Identify the key concepts necessary for understanding the lesson: background knowledge – when starting a new lesson, look for references or concepts that may need to be explicitly explained; knowledge proficiency – look for opportunities to make associations between students` experiences and new content; and perspective – students may have a different perspective on the content than their peers. These differences provide an important opportunity for class and learning as long as they are handled in a sensitive and respectful ways.

While a set of frameworks complement and build on each other, the delineation of the concept focuses heavily on vertical versus horizontal dimensions in a time-sliced fashion. That is, time dimension in accountability has not been of primary importance. However, it is worth noting that the time dimension is closely interrelated with a series of conceptual distinctions made in previous literature, and it may cover complementary aspects of the question concerning two sequential lines represented by administrative responsibility versus political accountability. First, the positioning of accountability actors depends on the time dimension. Civil servants usually have longer terms to serve the public interest over the long term. At the same time, they are responsible to the elected representatives of the public who tend to have “a limited time horizon” and “prefer policies that yield tangible benefits for constituents in the near term” (Posner, 2004: 137). For this reason, the priorities expressed by elected officials may be far more related to short-term issues and temporal problems instead of long-term solutions, whereas the long-lasting forms of civil service personnel would prioritize sustainable solutions to secure a long-term perspective of the citizens, both current and in the future. Second, the time frame is essential to distinguishing between two main streams of accountability. Accountability mechanisms focus predominantly on retroactive accountability for the past outcomes, while accountability as a virtue takes a proactive approach to ensuring ethical behaviors in the future. The timeline is also useful to distinguishing between ex ante accountability of the decision-making process leading up to the decision and ex post accountability where the results available from the decision already taken or where questions of compliance are identified and addressed. In other words, ex ante accountability refers to being accountable for the decision before an administrator act, while ex post accountability is suggestive of situations where administrators are accountable for the outcome of their decisions. For example, the focus of traditional bureaucratic administration is very much

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