Raw Data I Obtained After Observing English Learner and Slow Learner

Published: 2021-07-27
1541 words
6 pages
13 min to read
George Washington University
Type of paper: 
Case study
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It was essential to observe the two types of learners to assess their needs at an individual level. The two learners in the case study include an English learner and a learner a slow learner. The two learners require different methods of instructions because their need vary.

The learner who has English as her first language has many difficulties that require close attentions. It is difficult for the English learner to learn both English language and content at the same time. One of the difficult times for the English learner is a literacy skill that helps one to understand content and synthesis. It is observable that the English learner cannot understand terms used in various disciplines as science, and mathematics because of the deficiency in the language skills (Tabors, & Patton, 2014). The English learner learns well with repetition of content and guides from time to time.

During the observation, it was clear that teaching an English language learner requires the active participation of the learner and freedom to learn from other students. Peer practice is a helpful instructional method for English language learner. In this case, there is a need to develop clear objective to help in teaching the English language learner. The instructor needs to monitor the learning process of the English language learner to ensure that the classmates do not intimidate.

The curriculum requires that all the learners develop a positive attitude towards the instructors and passions to the learning content. It was observable that learners vary with the speed of content mastery. In this case, there is a need to assess the English language learner each time to monitor the progress (Mitchell, Myles, & Marsden, 2013). Despite the difficulty in understanding the meaning of content, English learner needs encouragement and close attentions to cater for her needs at every stage.

Slow Learner

The speed of the cognitive developments varies from one student to another. In the same way, the speed for mastery of learning content varies greatly from one learner to another. For decades, the curriculums developers have been attempting to create content that is suitable for different types of learners. In the case study, the second learner has a slow mode of understanding of the content delivered in class. For this reason, delivering the content to the entire class requires the instructor to change the instructional methods to ensure that both the slow and fast learners benefit from the lesson in the classroom. From my observation, the slow learners require the use of many approaches to deliver content. First, there is a need to break the content into small parts but learnable. Breaking the learnable content into small sizes boost the rate at which the slow learners incorporate the content into to the real-life situation. In the case study, it is easier to teach the slow learners because of the language skills. However, it is import to repeat the content to help the learner as many times as possible to stick in the memory of the learner.

It is crucial to involve the learners to memorize the content to help stick in the memory. Besides, the slow learners require numerous chats and models to support the learning. Slow learners need to involve all the five senses during the learning process to understand the content. It is important to involve the learning materials in the learning process to boost the level of understanding of the content. Proper assessment is essential for the slow learners to determine the intake of the content. Assessing the learner frequently helps in determining the most suitable instructional method for the learner (Cook, 2013). It is important to utilize the instructional methods that yield positive responses to the learners. Evaluation of instructional materials is essential to ensure that learner benefit the most from the content learned.

Slow learners need to learn how to memorize all that they learn during the day. For example, it is good to divide learner into teachable groups and provide learners with content to practice and to memorize. It is essential to motivate the slow learner to read and to ask for clarification in instances they do not understand (Dornyei, 2014). Intrinsic motivation is one tool that helps learners seek content during their free time. For learners lacking the intrinsic motivation, it is good to motivate their learning process using gifts and recognition in class (DeMonbrun et al., 2017). Most of the researchers hold that understanding individual difference is crucial because it forms the foundation for determining the most suitable instructional method.

Lesson plan for the English Learner

Time: 40 minutes

Subject: English

Sub topic: Grammar and pronunciation

Objectives: By the end of the lesson, the learner should be in a position to:

Construct simple sentences

Pronounce simple vocabularies used in the course book

Answer question at the end of the lesson.

Introduction 15 minutes

Within the first 15 minutes, it times to introduce the topic of the day. First, the instructor needs to revisit the previous lesson by asking the learners relevant questions. One of the questions to ask the learner includes, what did we learn in the previous class? In the introduction, it is important to give time for the learners to seek clarification on the topic learned in the previous class.

Learning methods

Discussions and explanations

Learning aids

Grammar books, a guide to effective pronunciation and chats

Learning activities 25 minutes

Discuss with students various ways of constructing simple sentences. In this case, there is a need give many examples for the learner to understand. Learner need to practice sentence construction and the pronunciation of simple nouns in groups.

Dividing student into groups to discuss and construct simple sentence using simple nouns. Group discussion help build the confidence of each learner and assist each other understand that which they did not understand during the main lesson

Asking and answering the questions. Learners may ask questions and seek clarification on to topic. During the lesson, it is important to ask the learners to write questions in their books to seek clarification. First, it is important that learners know how to construct important questions that help seek classification where necessary.

Display teaching aids before the learners. Teaching aids support learning. Learner can capture the content very first when they can see and hear the instructor. For this case, I will display charts containing simple sentences, and numerous examples of nouns.

Give the learner task to construct and to pronounce some nouns. At this level, it important to test the amount of content learned. After the individual learner has done the task, it time to mark and make the corrections.


The 25 minutes of discussion, asking and answering questions and talking tasks, it is important to harmonies the lesson. Concluding the lessons involves putting the views of the different learners into one. Before the end of the lesson, it is good to give a summary of the lesson. Instructor should state good practices of sentences construction. It is good to give the learners take aware assignment.

Lesson plan for the slow learner

Time: 40 minutes

Subject: English language

Subtopic: Grammar and pronunciation


By the end of the lesson, the learner should be able to:

Construct simple English sentences

Pronounce simple English vocabularies

Complete homework without help



Chats, drawings

Exercise book and pens for writing

Class activities

Use a hook to capture the attentions of the learners before the start of the lesson. There is a need to revisit the previous lesson and creating supportive environment for learning.

Explain how to construct simple sentences using various examples. The use of examples help the learner gets the big picture of the subtopic.

Display chats and models in class that supports sentence constructions. The learner should involve eyes and sense of hearing during the lesson. Chats and models are visible and thus the supports capturing of content.

Asking the learner questions and answering clarification question from the side of the learner. In this case, the learner has an interest in asking for a repeat of the lesson to seek for clarity.


It is import to give the learner questions to answer in class and farther exercise to take home. In this cases, homework and class exercise are the basis for evaluation for content learned.


Reviewing the entire lesson and assigning ratings. Evolution also involves asking students to complete individual homework and submit for making. Individual learner has to stand and construct simple sentences before the members of the class. Asking the students to give their views regarding lesson and suggest the possible way to improve the lesson


Give the student the summary of the lesson. In this case, there is a need to state the important points using bullets. At conclusion, it is important to remind the learners to complete the homework and hand in for making. Individual learners need to give their feeling regarding topic and forward their opinions to the instructor.


Cook, V. (2013). Second language learning and language teaching. Routledge.

DeMonbrun, M., Finelli, C. J., Prince, M., Borrego, M., Shekhar, P., Henderson, C., & Waters, C. (2017). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2), 273-298.

Dornyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. Routledge.

Tabors, P. O., & Patton, O. (2014). One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language. Education Review//Resenas Educativas.

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