using graphic organizers to promote students’ …...using graphic organizers to promote...

UsingGraphicOrganizerstoPromoteStudents’AcademicLanguageProduc:on

Inthecontent-basedEnglishclassroom,studentsstudydifficultconcepts.ODen:mes,however,thereisliGleopportunityforstudentstotalkorwriteabout

theseconcepts.Instead,studentssitpassivelyintheirseats.

Thispresenta,onwill:

•  introducethegraphicorganizerasatooltohelpstudentsunderstanddifficultconceptsandproducerelated,meaningfulacademicEnglish

•  explorehowtoeffec:velyintegrategraphicorganizersintotheirinstruc:onaspartofstudent-centeredspeakingandwri:ngac:vi:es

•  examinestrategiesthathelpstudentsbecomemoreengagedandcapableofeffec:velyspeakingandwri:ngaboutcontent-areaconcepts

EricWenninger

EricWenningerisalanguageeduca:onconsultantspecializingincontent-basedEnglishinstruc:onaltechniques.HeservedtwoyearsasaU.S.DepartmentofStateEnglishLanguageFellowinVietnam,wherehetaughtprofessionalEnglishskillstogovernmentofficialsandmentoredEnglishteachers.

EricreceivedhisMasterofEduca:ondegreeinSecondLanguagesandCulturesEduca:onfromtheUniversityofMinnesota,TwinCi:es.Hisprofessionalinterestsincludeworkingwithmul:-levelclasses,designinganddeliveringcontent-basedEnglishinstruc:on,andblendingtechnologywithteaching.

UsingGraphicOrganizerstoPromote

Students’AcademicLanguageProduc,on

©2019byEricWenninger.UsingGraphicOrganizerstoPromoteStudents’AcademicLanguageProduc:onfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea,veCommonsANribu,on4.0License,

exceptwherenoted.Toviewacopyofthislicense,visithNp://crea,vecommons.org/licenses/by/4.0/

1. Howdoyouhelpyourstudentsunderstanddifficultconceptsandvocabularyinyourclassroom?

2. Whatpercentageofyourclass:meisdevotedtostudentsac:velyprac:cingspeakingorwri:ng?

AudienceQues:ons

“Street art is a form of artwork that is displayed in a

community on its surrounding buildings, streets, trains, and other publicly viewed surfaces. Many instances...make a public statement about the society that the artist lives within. The work has moved from the beginnings of graffiti and vandalism to new

modes where artists work to bring messages, or just simple beauty, to an audience.”

-Wikipedia

StreetArt

•  Displayedonacommunitysurface

•  Publiclyviewed•  Makeapublic

statement

VisualsSupportUs

Essen:alQues:on

Howdowegetstudentstospeakandwriteaboutchallengingacademictopicsin

anon-na:velanguage?

ANSWERMakeitvisualandprovideopportuni:es

forprac:ce.

SessionOverview

1.  Wewilldiscusschallengesthatgoalongwithstudentslearningacademiclanguageinacontent-basedEnglishclassroom.

2.  Wewilldiscusshowteacherscanusegraphicorganizerstoscaffoldtheirinstruc:onofEnglishlearners.

3.  Wewilldiscussspeakingandwri:ngac:vi:esthatteacherscanusewithgraphicorganizerstohelpstudentsproduceacademiclanguageintheclassroom.

SocialLanguage–LowCogni:veDemand

AcademicLanguage–HighCogni:veDemand

Context-Embedded

Context-Reduced

Face-to-faceconversa:on

Phoneconversa:on

Defendanargument

Explainademonstra:on

Cummins(1979)

GraphicOrganizers

“Agraphicorganizerisavisualaidthathelpslanguagelearnersunderstandimportantideasandtheir

rela:onshiptooneanother.Itcanalsohelpstudentslearnkeyacademicvocabularyandgrammarsothattheycanengagewitheachotheraboutcontentareatopics.”

Whichgraphicorganizershaveyouusedinclass?Why?

GraphicOrganizersAreFlexible

Abilitylevels– frombeginnertoadvancedContentareas– alllearningenvironmentsLanguageskills–reading,wri:ng,listening,and

speakingLessonphases– fromintroducingcontent

topicsandskillstoassessingthem

Scaffolding

• Beginwiththeendinmind

• Writecontentandlanguageobjec:ves

ALLteacherà1.Planningphase

MOSTLYteacherà2.Inputphase

ALLteacherà1.Planningphase

Scaffolding

• Givestudentsalecture

• Showstudentsavideo(TEDTalkorYouTube)

• Havestudentsdoareading

• MODEL

MOSTLYstudentsà3.Guidedprac:cephase

MOSTLYteacherà2.Inputphase

ALLteacherà1.Planningphase

Scaffolding

StudentsmustDOsomething!

• Guidedprac:ceandapplica:on

• Independentprac:ceandapplica:on

MOSTLYstudentsà3.Guidedprac:cephase

MOSTLYteacherà2.Inputphase

ALLteacherà1.Planningphase

ScaffoldingALLstudentsà4.Outputphase

• Studentsproducesomething

• Studentworkisassessedinsomeway

THEMATIC UNITS

FOCUS#1–THEMATICUNITS

ContentObjec:ves

LanguageObjec:ves

1.  IdenCfyplacesintheirneighborhood.

2.  IdenCfyplacesintheircommunity.

3.  Describeac:vi:estheydointheirneighborhoodandcommunity.

1.  Useneighborhoodandcommunityvocabulary(verbsandnouns).

2.  DifferenCatebetweenfirstpersonandthirdperson.

3.  Comparethemselveswithaclassmate.

ENDGOAL:StudentscandifferenCatebetweenplaces/acCviCesintheirneighborhoodandintheircommunity.

Mystreet

Myneighborhood

Mycommunity

My__________

Myhouse

Think-Pair-Share

Steps

1.  Studentsthinktothemselves.

2.  Studentsgetintoapairandsharetheirideaswithoneanother.

3.  Studentssharewhattheydiscussedwiththewholeclass.

1.  Whatdoyouhaveinyourneighborhood?

2.  Wheredoyougoinyourcommunity?

ClassMingle

Name Neighborhood Community

Eric

Angela

Mai

Fazliddin

•  agasstaCon•  grocerystore•  restaurant

•  grocerystore•  mywork

•  anairport•  school•  park

•  volunteercenter•  school

Wri:ngExtensionInmy

neighborhood,Ihaveaparkandaschool.MaihasagasstaConandarestaurant.

Limita:ons

2ndHome

CONTENT AREAS

Focus#2–CONTENTAREAS

ENDGOAL:StudentscanusescienCficlanguagetoexplainwhypeopleontheEarthexperienceseasons.

ContentObjec:ves

LanguageObjec:ves

1.  DemonstratethattheEarthis:ltedandrevolvesaroundthesun.

2.  ExplainEarth’sposi:onrelaCvetotheseasonexperiencedinthenorthernandsouthernhemispheres.

1.  Usescien:ficvocabularyrelatedtoEarth’sposiCon(axis,Clted,hemisphere,etc.)

2.  Usepreposi:onstoexplainEarth’sposiCon(towards,awayfrom)

•  Tiltedawayfromthesun• Northernhemisphere=winter

•  Tiltedtowardsthesun• Northernhemisphere=summer

N

N

• BeginstoClttowardsthesun

• Northernhemisphere=spring

N

• BeginstoCltawayfromthesun

• Northernhemisphere=fall

N

Sor:ng

Winter

Spring

Fall

Summer

Spring

Fall

Summer

Winter

Look/NoLook

WhentheEarth’saxisisCltedawayfromthesun,thenwehave

winter...

TalkingFrames

When______________thesun,then______________________

JournalWri:ng

•  Studentsdrawthediagramandlabelit.

•  Studentsexplainthediagraminthespacebelow.

WhentheEarth’saxisisCltedtowardsthesun,itissummerinthenorthernhemisphere.

Limita:ons

Degreeofcomplexity

Inaccuracies

HIGHER ED

Focus#3–HIGHERED

ENDGOAL:Studentscandefendandargumentwithevidenceandreasoninginanorganizedway.

ContentObjec:ves

LanguageObjec:ves

1.  Takeaposi:ononanargument.

2.  DefendtheirposiConthroughprovidingevidenceandreasoning.

3.  Refutecounterclaims.

1.  Providecoherentorganiza:onofideas.

2.  Useappropriatetransi:onwords.

3.  Speakdiploma:cally.

VANDALISM ART

Graffi,

Group1 Group2

StreetartisposiCveforcommuniCes

ART

StreetartisposiCveforcommuniCes

Educatespeopleonimportantissues

Propertyvalueswillgodown

Actuallybringsinmoretourism

O]encontainsasocialmessage

Makesspacesmorea^racCve

Insteadofdullwalls,yougetbeauCfulpainCngs

VANDALISM ART

Debate

Steps

1.Presentsclaiminopeningstatement

3.Statesreasonsandevidence

6.Givescounter8.Givesclosingstatement

Steps

2.Presentsclaiminopeningstatement

4.Givescounter5.Statesreasonsandevidence

7.Givesclosingstatement

VANDALISM ART

Debate

Argumenta:veWri:ng

Op,ons

•  Studentscanturntheirdebateposi:onintoapersuasiveessay.

•  Studentscantakeaposi:ononanewtopic.

Limita:ons

ADVERTISE

3rdop:on

Review

•  Startwithanendgoalandfind/designgraphicorganizersthathelpyourstudentsgetthere

•  Incorporategraphicorganizersthroughoutyourlessonsasascaffoldforalllanguageskills

•  Giveyourstudents:metoprac:cespeakingandwri:nginclass.

Ques:ons?Twi^er-@erwenninger

Thankyou!

•  Cummins,J.(1979).CogniCve/academiclanguageproficiency,linguisCcinterdependence,theopCmumagequesConandsomeotherma^ers,WorkingPapersonBilingualism19,121–129.

•  Gonzalez,Jennifer(2018).ToLearn,StudentsNeedtoDOSomething.CultofPedagogy

•  Gonzalez,Jennifer(2014).WhenWeAllTeachTextStructures,EveryoneWins.CultofPedagogy

•  Wise,MarkandCooper,Carol(2019).IncreasingtheValueofGraphicOrganizers.Edutopia

References

Email:americanenglish@state.gov

americanenglishwebinars.comamericanenglish.state.gov

facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators

Thankyou!