Download - Eal4 mf lteachersinstitute
![Page 1: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/1.jpg)
![Page 2: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/2.jpg)
EAL
Profile and AssessmentWhat is useful and meaningful information?
![Page 3: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/3.jpg)
Which one?
3
Born in UK EU migrant
Refugees Diplomats
![Page 4: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/4.jpg)
Which one?
4
advanced learner new arrival
3 languages L1 literate
![Page 5: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/5.jpg)
Which one?
5
L5 L7
L4 L8
![Page 6: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/6.jpg)
“ I feel I don’t speak any language well. At home I speak Bengali but I can’t say everything I want to say in it, while at school I speak English and there are lots of things I don’t understand. I have been asking people to teach me to read and write properly since Year 7 and they just say you are doing fine, but I am not. I don’t have any language!”
![Page 7: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/7.jpg)
Best Practice (Good Thinking!)What is the big idea?
![Page 8: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/8.jpg)
EAL learners need grammar lessons to improve”
“Teach them English first so they can do my class”
“Can you take them out and do the work “
“Simplify it, so they can do it”
![Page 9: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/9.jpg)
Cummins’ Iceberg Model
BICS
BasicInterpersonal
CommunicativeSkill
CALP
Cognitive andAcademicLanguage
Proficiency
(Cummins)
![Page 10: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/10.jpg)
Cummin’s Dual Iceberg Model
Surface Featuresof L1
Surface Featuresof L2
Common UnderlyingProficiency
(Cummins)
Features of L1
Features
of L2
![Page 11: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/11.jpg)
![Page 12: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/12.jpg)
00887-2007DWO-EN-20
Developing and transferring innovative practice that supports EAL learners
a. Subject knowledge (e.g. knowing the mathematics)
b. Pedagogic Content Knowledge (e.g. knowing how to teach (and how children learn) the mathematics)
c. Pedagogic Transfer Knowledge (e.g. knowing how to help teachers use a and b effectively)
![Page 13: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/13.jpg)
Literature Geography History Literature
Geography
History
Describing
Evaluating
Expressing feelings
The top/bottom of the hill… the hillside..
The scenery….down by the river
beautiful, rugged,rolling hills, isolated, bleak, grandeur
The peak…the slope…the valley…the riverbank…rainfall…erosion
steep, contours,features
caused by…occurs when…
Naming
Locating
Describing
Cause and effect
Naming
Locating
Describing
Deducing
Hypothesising
Hilltop…slope…valley…riverbank….
hillfort..fortification…rampart…village…dwellings
defence…safety…shelter
was probably…could have been …most likely because…
![Page 14: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/14.jpg)
High challenge
Low challenge
Low supportHigh support
frustration / anxiety zone
boredom zone
Learning/engagement zone
comfort zone
Four Zones of Teaching and Learning (adapted from Mariani 1997)
![Page 15: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/15.jpg)
Zone of proximal development
ZPD
Child’s current achievement
Beyond reach at present
![Page 16: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/16.jpg)
Contact Details
This is a placeholder text. The text is meant only to demonstrate how
your own text will look when you replace
the placeholder text.
![Page 17: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/17.jpg)
17
High expectations
Quality first learning and teaching
Language rich environment
![Page 18: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/18.jpg)
Pupils learn in subjects through:talk, text and writing
Pupils improve literacy skills by applying them in subjects
Literacy objectives included into subject teaching
Better subject learning – better literacy
Literacyand learning
Developingliteracy and learningtogether
![Page 19: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/19.jpg)
Bloom’s taxonomy
Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Original and New terms based on Pohl by Kurwongbah State School, Australia.By Kurwongbah State School, Australia
![Page 20: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/20.jpg)
Active engagement
• Purpose• Challenge• Collaboration• Metacognition• Converting ideas or information from one
form to another• Activating prior knowledge/thinking• Scaffolding
![Page 21: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/21.jpg)
A teaching and learning sequence
Exploratory talk
Report back to class
Write recount text
Active readingSpeaking as an
expert (formal)
Analytical or discursive text
![Page 22: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/22.jpg)
Speaking & ListeningHow do we develop effective talk?
![Page 23: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/23.jpg)
23
The framework of cross-curricular objectives: talk
U s in g ta lkto c la rify
a n d pre se ntid e as
A c tive lis te n ingto
u n de rsta nd
T a lk inga nd
th ink ingto ge th er
L e arn ingth rou gh
ta lk
Key aspect of the framework
Three strands of learning through talk
![Page 24: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/24.jpg)
A continuum of talk
Informal Formal
Playground talk
Speaking to boss
Reading the news
Presenting feedback to peers Giving a lecture
![Page 25: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/25.jpg)
How can we encourage pupils to talk productively?
• Rules for group talk • Assigning roles • Concrete preparation• Cognitive conflict (asking the right question)• Collaboration• Metacognition
(Adapted from ‘Improving learning through cognitive intervention’ GTCEwww.gtce.org.uk/research/romtopics/rom_teachingandlearning/case_jun01/ )
![Page 26: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/26.jpg)
Coffee Break10:00 – 10:30am
![Page 27: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/27.jpg)
ReadingHow can I help them to read better?
![Page 28: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/28.jpg)
28
The framework of cross-curricular objectives: text
D e ve lo p ingre se a rch
a nds tu d y sk ills
R e ad ingfo r
m e an ing
U n d ers tan d ingh o w te x ts
w o rk
L e arn ingfromte xt
Key aspect of the framework
Three strands of learning from text
![Page 29: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/29.jpg)
29
![Page 30: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/30.jpg)
Active readingTeachers will need to… ensure that there is no
right answer sometimes modify (not
simplify) the text ensure that all pupils can
contribute make the strategies
explicit.
Pupils will need to…• predict • try out ideas• talk• organise• infer• deduce• engage.
![Page 31: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/31.jpg)
WritingHow can I get them to write better?
![Page 32: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/32.jpg)
32
The framework of cross-curricular objectives: writing
U s in g w rit inga s a to o l
fo rth ou ght
S tru ctu ringa nd
o rg a n is ingw ritin g
D e ve lo p ingc le ar a nd
a p pro p ria tee xp ress ion
L e arn ingth rou ghw ritin g
Key aspect of the framework
Three strands of learning through writing
![Page 33: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/33.jpg)
What are we learning about?
![Page 34: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/34.jpg)
Access to the curriculum:making contexts supportive for children learning EAL
Building on previous experience
Planned opportunities for speaking and listening
Activating priorknowledge
Ensuring contexts areculturally familiar
Creatingshared
experiences
Using bilingual strategies
Using assessment for learning
Talk as presentation
Talk as process
ModellingGraphic
organisers and other visuals
Scaffolding language and learning
Frames and prompts
Collaborative activities
Print environment
![Page 35: Eal4 mf lteachersinstitute](https://reader036.vdocuments.net/reader036/viewer/2022081519/558d5390d8b42a87338b4637/html5/thumbnails/35.jpg)
Contact Details
This is a placeholder text. The text is meant only to demonstrate how
your own text will look when you replace
the placeholder text.