strategies to accelerate academic learning for english learners
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Strategies to Accelerate Academic Learning for English Learners. Anna Uhl Chamot The George Washington University. Objectives. Identify academic needs of secondary English learners; Describe CALLA instructional model to accelerate academic learning; - PowerPoint PPT PresentationTRANSCRIPT
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Strategies to Strategies to Accelerate Academic Accelerate Academic Learning for English Learning for English
LearnersLearnersAnna Uhl ChamotAnna Uhl Chamot
The George Washington The George Washington UniversityUniversity
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
ObjectivesObjectives
• Identify academic needs of secondary English learners;
• Describe CALLA instructional model to accelerate academic learning;
• Identify learning strategies that assist academic content and literacy development.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Secondary English Secondary English LearnersLearners
• Linguistically and culturally diverse.• Differing educational backgrounds.• Variety of approaches to learning.• Range of levels of family literacy.• Different short-term and long-term
goals.• Cognitively mature.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Academic Needs of Academic Needs of English LearnersEnglish Learners
• Develop academic vocabulary.Develop academic vocabulary.• Read to acquire new information.Read to acquire new information.• Understand information Understand information
presented orally.presented orally.• Participate in classroom Participate in classroom
discussions.discussions.• Write to communicate their Write to communicate their
knowledge and ideas.knowledge and ideas.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
CALLA Instructional CALLA Instructional ModelModel
• RESEARCH-BASED LEARNING MODEL: RESEARCH-BASED LEARNING MODEL: Learning process is mentally active, Learning process is mentally active, strategic, based on prior knowledge.strategic, based on prior knowledge.
• CURRICULUM CONTENT: CURRICULUM CONTENT: ContentContent topics topics aligned with National and State Standards. aligned with National and State Standards.
• ACADEMIC LANGUAGE: ACADEMIC LANGUAGE: Integrated Integrated language development across the language development across the curriculum.curriculum.
• LEARNING STRATEGIES:LEARNING STRATEGIES: Metacognitive Metacognitive awareness, explicit instruction, scaffolding. awareness, explicit instruction, scaffolding.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
What is academic What is academic content?content?
• Aligned to national/state Aligned to national/state standards.standards.
• Cognitively appropriate.Cognitively appropriate.• Content information Content information andand
content processes.content processes.• Focus: English Language Arts, Focus: English Language Arts,
history, social studies, history, social studies, mathematics, science.mathematics, science.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
How does academic How does academic content develop content develop
literacy?literacy?• Practice in reading and writing Practice in reading and writing
across curriculum areas.across curriculum areas.• Interaction with authentic Interaction with authentic
texts.texts.• Development of discipline-Development of discipline-
specific vocabulary.specific vocabulary.• Increased motivation through Increased motivation through
interesting topics.interesting topics.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
What is academic What is academic language?language?
• Language used during teaching Language used during teaching and learning.and learning.
• Language in content textbooks.Language in content textbooks.• Language of literature.Language of literature.• Language used to communicate Language used to communicate
new concepts.new concepts.• Language of literacy.Language of literacy.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Input: Academic Input: Academic Language and Content Language and Content
TextsTexts• Literature genres: stories, novels, Literature genres: stories, novels, poetry, biography.poetry, biography.
• Informational texts: articles, Informational texts: articles, essays, textbooks.essays, textbooks.
• Oral texts: teacher, speakers, Oral texts: teacher, speakers, students, video, TV, film, live students, video, TV, film, live performance.performance.
• Personal texts: journals, e-mails, Personal texts: journals, e-mails, instant messages, letters.instant messages, letters.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Output: Academic Output: Academic ProductsProducts
• Book reports, essays, stories, poetry, biographies.
• Science lab reports.• Math problem explanations.• Social Studies research reports.• Personal experience stories.• Constructed answers to
demonstrate comprehension.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
The Teacher’s RoleThe Teacher’s Role
• Model academic language.Model academic language.• Add language activities to Add language activities to
content lessons.content lessons.• Focus on literacy in all Focus on literacy in all
content subjects.content subjects.• Have high expectations.Have high expectations.• Teach students how to learn.Teach students how to learn.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Thinking About Thinking: Thinking About Thinking: A Model Of MetacognitionA Model Of Metacognition
Declarative Knowledge:
Self KnowledgeWorld
KnowledgeTask KnowledgeStrategy
Knowledge
Procedural Knowledge:
PlanningMonitoring/
Identifying Problems
Evaluating
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
What Are Learning What Are Learning Strategies?Strategies?
• Thoughts and actions that assist learning tasks.
• Ways to understand, remember, and recall information.
• Ways to practice skills efficiently.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
What Does The Research What Does The Research Say?Say?
• All second language learners use strategies - BUT
• “Good” language learners use more varied strategies and use them more flexibly.
• Frequent use of learning strategies is correlated to higher self-efficacy.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
More Research FindingsMore Research Findings
• Strategy instruction improves academic performance.
• Instruction needs to be explicit.
• Students need to develop metacognition.
• Transfer is difficult.• Language of instruction
matters.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Why Teach Learning Why Teach Learning Strategies?Strategies?
• Show students how to be better learners.
• Build students’ self-efficacy.• Increase student motivation
for learning.• Help students become
reflective and critical thinkers.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Metacognitive StrategiesMetacognitive Strategies
Planning Understand the
task Set goals Organize
materials Find resources
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Metacognitive StrategiesMetacognitive Strategies
Monitoring:While working on a task:
Check your progress on the task. Check your comprehension as
you use the language. Do you understand? If not, what is the problem?
Check your production as you use the language. Are you making sense? If not, what is the problem?
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Metacognitive StrategiesMetacognitive Strategies
Evaluation: after completing a task: Assess how well you
have accomplished the learning task.
Assess how well you have used learning strategies.
Decide how effective the strategies were.
Identify changes you will make the next time you have a similar task to do.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Metacognitive StrategiesMetacognitive Strategies
Self-Management: Self-Management: Manage Your Own Learning Determine how
you learn best. Arrange conditions
that help you learn.
Seek opportunities for practice.
Focus your attention on the task.
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
Social Learning Social Learning StrategiesStrategies
Cooperation:Cooperation: work with others to: complete tasks build
confidence give and
receive feedback
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
CALLA Model for Teaching Academic CALLA Model for Teaching Academic Content, Language, and Learning Content, Language, and Learning
StrategiesStrategies
PREPARATIONPREPARATION
PRESENTATIONPRESENTATION
PRACTICEPRACTICE
SELFSELF-- EVALUATIONEVALUATION
EXPANSIONEXPANSION
CALLACALLA’’S FIVE PHASESS FIVE PHASES
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CALLA Instruction Is...CALLA Instruction Is...
• Learner-Learner-centeredcentered
• ReflectiveReflective• SupportiveSupportive• FocusedFocused• EnthusiasticEnthusiastic
Celebrate Our Rising Stars Summit IV“From Essential Elements to Effective Practice”
For more information, For more information, visit the CALLA Web visit the CALLA Web
Site:Site:
www.calla.www.calla.wsws