Gibbons’ Teaching Activities Application Graphic Organizer
Chapter
#
Teaching
Activity
Name and
Page #
How might this activity
support students’
language development?
Grade
level/
content
How would you use this
activity in your classroom
to teach a specific topic?
3
Problem
Solving
(pp. 69-70)
Because the questions in
group problem solving
aren’t memorizable rote
facts, they require
discourse (both speaking
and listening) to figure
out the best solution. This
provides opportunities for
EBs to practice sharing
their ideas orally in small
groups (speaking) and
also hear those ideas of
their peers (listening).
7
th
grade
life
science
After showing a video of a
lizard tail regenerating, I
would ask my students to
work in teams of 3 to
develop models (drawings)
showing what they think is
happening in the lizard’s
body that makes its tail
regrow. Students would need
to listen to each other’s ideas
(listening) and share their
own (speaking), and all
group members would need
to be ready to orally explain
their model to the class
(speaking). The guiding
sentence stem would be: We
think it has something to do
with…
Write an academic essay on the topic “Gibbons Strategy Reflection #4: Vocabulary (Peregoy &
Boyle Ch. 7)”following prompt;
For this reading brief, you will choose one vocabulary teaching activity from the Peregoy &
Boyle chapter that you think you could integrate into your own classroom instruction.
In 2-3 sentences, describe how this strategy could support students' vocabulary acquisition.
Then, in 2-3 sentences describe how you would use this in your classroom to teach a specific
topic (e.g., how would you use this strategy to teach secondary history students? Elementary
math students? Etc)
Minimum of 400 words.
