What is comprehensible input, its purpose, and how can it help ELL learners understand mathematics better?
Discussion Questions for Coggins (2014): Chapter 7: Comprehensible Input
Instructions: You must answer the following questions by typing directly underneath the question. You must use APA citation and indicate the page and paragraph or paragraphs that you believe support your responses.
You must answer these questions clearly and concisely. I should not have to guess which part of the question you are addressing.
ONLY USE PDF'S ATTACHED TO ANSWER DQ!!!
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Discussion Questions for Coggins (2014): Chapter 7: Comprehensible Input
Instructions: You must answer the following questions by typing directly underneath the question. You must use APA citation and indicate the page and paragraph or paragraphs that you believe support your responses.
You must answer these questions clearly and concisely. I should not have to guess which part of the question you are addressing.
Discussion Question Answer & Supporting Passages:
1. Top of FormWhat is comprehensible input, its purpose, and how can it help ELL learners understand mathematics better?
2. List the three principles that focus on comprehensible input and more complex lesson content. Explain and elaborate on each principle based on what we have studied in our reading in Van de Walle et. Al (2018) and Coggins (2024).
Discussion Questions Based on Comprehensible Input and Mr. Cruz’s Lesson
4. In what ways did Mr. Cruz’s lesson promote active student engagement, and how did he integrate structured student interactions to support meaning-making and content retention? Provide specific examples from the teacher excerpts.
5. What strategies outlined in the section How can we maximize students' comprehension of a mathematics lesson effectively support student understanding, and how can these strategies be adapted for learners with varying levels of language proficiency?
6. Read over the teaching tips listed in the chapter on page 114, choose two of these tips and explain how you could use these in your lesson plan assignment. (State which two you will use and then explain using your specific task).
Rubric (100 Points Total)
|
Criteria |
100 (Excellent) |
85 (Proficient) |
70 (Needs Improvement) |
Below 60 (Unacceptable) |
|
Comprehension & Accuracy of Responses (Addresses all parts of the questions with depth and accuracy, demonstrating a strong understanding of comprehensible input and related concepts.) |
Responses are thorough, well-developed, and accurately address all parts of each question. Concepts are clearly explained with strong connections to readings. |
Responses are mostly accurate and address the questions but may lack depth in explanations or connections to readings. |
Responses address the questions but are vague, incomplete, or contain minor inaccuracies. Limited connection to readings. |
Responses are incorrect, incomplete, or do not adequately address the questions. No clear understanding of comprehensible input is demonstrated. |
|
Use of Supporting Passages & Citations (APA format) (Includes properly formatted citations with clear references to page and paragraph numbers from both texts.) |
All answers include correctly formatted APA citations with precise page and paragraph numbers. Citations strongly support the response. |
Most answers include APA citations with appropriate references, but minor formatting issues or vague citations may be present. |
Citations are present but are inconsistently formatted, missing key details, or only loosely connected to the response. |
No citations or incorrect citations that do not support the response. |
|
Clarity & Organization (Answers are well-structured, easy to follow, and directly address the specific components of the question.) |
Responses are clear, logically structured, and directly answer each question without ambiguity. No guessing required. |
Responses are mostly clear and structured but may have slight ambiguities in addressing specific parts of the question. |
Responses are somewhat disorganized, requiring the reader to infer connections between the answer and the question. |
Responses are unclear, disorganized, or do not directly address the question. |
|
Use of Examples & Specific Teacher Excerpts (Includes specific examples from Mr. Cruz’s lesson or the text to support arguments.) |
Strong, relevant examples from Mr. Cruz’s lesson and/or the text are used effectively to support all responses. |
Most responses contain relevant examples, but some may lack strong support from the text. |
Few or weak examples are included, or examples do not clearly relate to the question. |
No examples from the text or the teacher excerpts are included. |
|
Application of Teaching Tips (Question #6) (Explains how selected teaching tips can be used in a lesson plan, demonstrating an understanding of practical application.) |
Two teaching tips are clearly identified, well-explained, and connected to a specific lesson plan task. |
Two teaching tips are identified and explained but may lack strong connections to a lesson plan. |
Teaching tips are mentioned but not fully explained or not connected to a lesson plan. |
Teaching tips are not identified, or explanations are unclear/incomplete. |
Grading Scale:
· 100 Points: Excellent – Meets or exceeds expectations with strong support and clarity.
· 85 Points: Proficient – Meets most criteria with minor gaps in depth or examples.
· 70 Points: Needs Improvement – Addresses the questions but lacks depth, organization, or strong connections.
· Below 60 Points: Unacceptable – Does not adequately address the questions or lacks critical elements such as citations and examples.
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