student mh 3

Making Decisions on a Moving

Train:

Instructional Approaches

A

Our Mission (the what)…instructional approaches.

We will do this by (the how)… Observing approaches, methods, strategies, and techniques in practice. Initiating and documenting critical conversations about theory into practice.

Guided Note-TakingKey

Concepts

What I

Know

What I Learned

Examples in Practice

Grammatical

Approach

Communicative

Approach

Cognitive

Approach

Ecuador: What is significant?

“You can’t be neutral

on a moving train!”

- Zinn

What you believe shapes your instructional approach!

Philosophical Perspectives

Behaviorist

Social Constructivist

Cognitivist

- Herrera & Murry

Approaches

Grammatical

Communicative

Cognitive

Philosophical Approach

Grammatical (Historical)

Cognitive (Contemporary)

Communicative (Contemporary)

Fixed/Staged/ Predictable

Typically Staged but Environmentally Variable

Interactively Variable/ Impactable

Perspectives on Human Development

Locke Hume

Watson

Piaget Vygotsky Bakhtin

Behaviorist Cognitivist Social Constructivist Stimulus-Response (S-R) Guided

Construction of Meaning Guided or Independent

Construction of Meaning

Perspectives on Learning

Skinner Gazzaniga, Edelman Bruner, Ansubel, Papert

Deductive (Specific to General)

Rule/Structure Driven

Inductive (General to Specific) Interaction/Guidance

Driven

Inductive (General to Specific) Interaction Driven

Memorizing language rules and/or sentence patterns with Drill and Practice Emphases

Explicit teaching/modeling of learning strategies and language for communication

Language learning through and for authentic communication

Perspectives on Language Learning

Palmer Oxford, Chamot, O’Malley, Bialystok

Chomsky, Krashen, Terrell, Echevarria, Vogt, Short

Table 6.2

Day 2: The Three Instructional Approach

Today we will:Discuss the grammatical instructional Discuss the communicative approachDiscuss the cognitive approach

Herrera & Murry

CIMA

Characteristics

• Teacher-centered.

• Emphasizes rules and

structure of target

language.

Methods

• Grammar-Translation

• Direct Method

• Audiolingual

• TPR

- Herrera & Murry

Approach Grammatical

Methods Grammar-Translation TPR

StrategiesVerbal Visual

Associations Signals

Techniques

Pattern Drills Kinesthetics

Characteristics

• Student-centered.

• Emphasizes communication

and meaningful acquisition

of knowledge.

Methods

• Silent Way

• Natural Way

• Suggestopedia

• Integrated Content-Based

• Sheltered Instruction

• SDAIE

• SIOP - Herrera & Murry

Approach Communicative

Methods

Suggestopedia Sheltered Instruction

Strategies Auditory Guarded Vocabulary

TechniquesFill in the Response Questioning

Characteristics

• Learner-centered (i+1).

• Emphasizes explicit teaching

of learning strategies in

communicative ways.

Method

• CALLA

- Herrera & Murry

Approach Cognitive

Method

CALLA

StrategyConsequence Wheel

Technique

Questioning

Your instructional approach is guided by:

Philosophy School Needs of Curriculum Students

Don’t get derailed!

Herrera & Murry

End of Day Activity:

Creating your Own “Umbrella”

Day 3: Lesson Plan Demonstration of Instructional Approaches

Today we will:Complete group work on lesson plan

approachesDemonstrate to the class the different

approaches

Approaches, Methods, StrategiesApproach

Grammatical Communicative Cognitive

MethodGrammar Translation, Direct, Audiolingual

Silent Way, Natural Way, Suggestopedia, Integrated Content Baserd, Sheltered instruction

CALLA

StrategyDrill and practice, rote memorization

Guarded vocabulary, cooperative learning, hands-on activities

Explicit LS instruction, Cooperative learning

TechniquesDialogue memorization

Reduced use of idioms

KWL charts

End of Day: Daily ActivityThe Umbrella Reading Approach Activity:

Students should divide into 3 groups. Each group will be assigned an instructional

approach. A choice of children’s reading material will be

available from which to select at least 1 book. This reading book will be used to create a lesson

plan demonstrating your assigned instructional approach activity.

Demonstrations will be presented the following day.

Day 4: Sheltered InstructionToday we will:

Discuss Sheltered instructionDiscuss content and language objectivesDiscuss vocabulary development

Our mission for this session will be to:◦ Learn about the Sheltered Instruction – specifically the

SIOP Method of Sheltered Instruction.

◦ Distinguish between a content objective and a language objective.

◦ Generate language and content objectives which reflect grade-level content-area curriculum.

◦ Develop ways to facilitate students’ schematic connections and vocabulary development.

Content Objectives

We will accomplish this by:Listening and identifying content and language objectives with a partner and documenting these for whole group discussion.

Reading and identifying language and content objectives in cooperative groups.

Assessment: Individually writing language and content objectives.

Identifying strategies to bridge and connect students’ experiential and academic knowledge and new academic vocabulary and concepts.

Practicing new vocabulary as a building block for understand CLD students.

Language Objectives

Preparation

Building

Background

Comprehensible

Input

Learning

Strategies

InteractionCIMA (c) 2012

Practice&Application

Lesson Delivery

Review & Assessment

Preparation

Building Background

Comprehensible Input (Teacher)

Learning Strategies (Student)

Interaction

Practice and ApplicationLesson Delivery

Review and Assessment

Strategies

End of Day: Daily ReviewCreate the SIOP Foldable.Get at least 4 pieces of construction paper.Write down the description of each

component on your foldable.

Day 4: Lesson Preparation Today we will:

Discuss content and language objectivesDescribe how to write content and language

objectives

Content Objective

Language Objective

Supplementary Materials

Scaffolding

Meaningful Activities

Lesson preparation capitalizes on CLD students abilities to connect to background knowledge, prior experiences, and new learnings.

Adaptation of content, use of meaningful activities, and use of supplementary materials.

Teachers who identify thecritical concepts that CLD students need to know and explicitly teach these to CLDstudents promote academic success!

Throughoutevery lesson

Imagine objectives as a road trip: At the beginning, let everyone know where

we are going (both in writing and by verbally stating the objectives).

During the trip, point out important things along the way (through strategies, interaction, etc.).

At the end of the trip, announce that we have arrived at our destination (restating the objective at the end).

• Content objectives set the stage for learning.

• Content objectives identify the key content concept(s) to be covered in the lesson.

Content objectives are tied to grade-level content standards.

We will learn about fables and folktales from diverse cultures, and determine their main

message, lesson, or moral.

We will do this by _______ (meaningful activities)rooted in language and academic development.

Language objectives: include L, S, R, W activities throughout the lesson

Language objectives are rooted in the content objectives.

Language objectives provide concrete links

Language objectives can be used to assess learning

In cooperative groups we will do a four square to define the key vocabulary.

In pairs we will turn and talk to our partner about the fables lesson.

We will individually draw our mental images to create a class book.

Content Objectives

Language Objectives

Activities

Social and Cultural Processes

Cognitive Development

Academic Development

Language Development

L1

L1L1

L1

Speaking

Writing

Lis

teni

ng

L2

L2

Standard/Benchmark:

Content objectives:

Putting it all TogetherFinal questions to consider:Are your content and language objectives written in student friendly terms?Does CO reflect grade-level concepts that are critical for ELLs students to know?Do your LO reflect meaningful/purposeful activities that will actively engage ELL students in the learning process?

Listening/ Speaking

Reading/

Writing

TPSI: Varied Group Configurations!

“Meaningful Activities”

Content and Language Objectives

What is MY Plan?

This portion is the “vehicle” for getting to the

Content Objective and can include differentiated

group configurations for language use as well as a

goal of moving from teacher modeled to

independent assessment!

Application: 5 Steps to Writing

Content Objectives

Step 1: Identify the State Standard, Benchmark, Indicator, etc.

Step 2: Identify the key vocabulary within the standard.

Step 3:Identify the content you wish to teach (the “WHAT”).

Step 4:Write a sentence that identifies the content you want

to teach using the key vocabulary from the standard.

Step 5: Revisit the Content Objectives to verify that it is

written in student friendly terms.

Activities





L1

L1L1

L1

Speaking

Writing

Lis

teni

ng

L2

L2

History Standard:

The student uses a working knowledge and understanding of significant individuals,

groups, ideas, events, eras, and developments in the history of Kansas, the United States,

and the world, utilizing essential analytical and research skills.

Content objectives:

•We will identify the early culture of Navajo people living in the Southwest.

•We will reflect upon the ways the Navajo live today in the Southwest.

•We will compare/contrast the Navajo way of life with the Narragansett, Ojibway,

and Cherokee.


What is MY Plan?

Application: 5 Steps to Writing

Language ObjectivesStep 1: Identify language objectives by determining

“HOW” you will teach your content objective.

Step 2: Begin the language objective by stating what meaningful activitiy you will do with students.

Step 3:Identify the verb (L, S, R, W) that supports the completion of the activity.

Step 4:Decide on the type of grouping configuration you will use to complete the activity.

Step 5: Put pieces 2-4 together and check the completed Language Objective to make sure they are written in student friendly terms (repeat as necessary).

Activities





L1

L1L1

L1

Speaking

Writing

Lis

teni

ng

L2

L2

Listening/ Speaking

Reading/

Writing

TPSI: Varied Group Configurations!

“Meaningful Activities”


What is MY Plan?

We will listen to Ms. Melton and do a think-pair-share regarding the lives of different cultures of the Indian tribes.

We will share our comparisons with our partner and with the whole group using a tri-fold.

We will read as a class about the long walk and jigsaw the effects of this on Navajo people.

We will write similarities and differences of the Navajo and tribes studied in other regions using our Magic Books.

Tell it , Show it , Write it • Use content and language objectives to

introduce the lesson.• Make sure content and language objectives

are written at the academic and linguistic level of the students.

• Review content and language objectives throughout the lesson to guide instruction.

• Close the lesson with a review of the content and language objectives to further solidify what has been learned.

Practice with Content and Language Objectives Explanation: Read each sentence below and decide whether each sentence is a

content objective (CO) or a language objective (LO). If it is a content objective write

“CO” in the blank. If it is a language objective write the letter “LO” in the blank. ______1. Individually we will listen to the video and complete the guided-note taking response sheet. ______2. We will turn and talk to a partner and share out loud what

we know about “The Frog Prince.” ______3. We will compare/contrast the Navajo way of life with the

Narragansett, Ojibway, and Cherokee. ______4. We will jigsaw an article in cooperative groups and

articulate the key concepts in our section to our peers.

Post in a prominent place in the room.

Keep content and language objectives posted in the same place in the room.

Keep content and language objectives posted throughout the lesson.

Remember that we and our students all have our “ah-ha” moments at different times.

For CLD students, the class (material, instruction, and language) may be so overwhelming that mentioning the objectives at the beginning of class may be lost in all of the “hubbub” of the lesson.

Posting objectives gives CLD students additional processing time.

End of Day: Daily Review Activity

In small teams, create your own content and language objectives.

Use the reading books material available to create these objectives.

Discuss your objectives in your team.Include activities alongside your LSRW.Share out loud.

Day 5: Using Supplementary Materials

Today we will:Using supplementary materialsText adaptationCurriculum goals

Additional instructional materials or

realia selected by the teacher to support

CLD students comprehension of the

lesson.

For example: maps, visuals, hands-on

manipulatives, technology, etc.

• Grade-level texts can be overwhelming to CLD students.

• Therefore, CLD students need text to be scaffolded in a manner that he/she will understand.

• Effectively adapted text allows the CLD student to explore the content concepts and make meaningful connections.

Scaffolding the text is not dumbing down or watering down the curriculum.

Scaffolded text allows the students to read the curriculum by highlighting the most critical concepts.

Chapter Outlines

Graphic

Organizers

Study Guides

Peer Reading

of Text

Highlighted Text

Taped Text

Adapted Text

Jigsaw Text Reading

Activities are made much more

meaningful for CLD students when

explicit links are made between

background knowledge/personal

experiences and new learnings.

Pre-production: I have no/little knowledge of language acquisition and/or the ability/willingness/time to deal with it in my class.

Emergent: I teach language objectives incidentally on an “as-needed” basis to meet my content-related instructional needs.

Intermediate: I give considerable thought and focus to content-related language learning without formalizing it in my instruction.

Advanced: I select and use content-related language objectives to support and facilitate my curriculum, writing them down, sharing and reviewing them with students, and evaluating them for progress.

Wiped Out: I use my very limited class time dealing with so many language objectives and issues, discipline, and other student problems that I can’t remember what I teach….

Visionary: Since so much of my class time is spent teaching language, I have decided to quit teaching here, go back to college, get my TESOL certificate and teach English in a beautiful exotic land for the rest of my career….

Round Table Writing

Pros Cons Questions

• Think about the pros, cons, and questions you have about implementing Content Objectives and Language Objectives.

• As a group, individually list the pros, cons, or questions you have on one sheet of paper.

• Pass the paper until everyone in the group has written a pro, a con, and a question.

Day 6: Bridging and Connecting Today we will:

Discuss we will connect experiential and academic knowledge

Discuss vocabulary instruction

Key Vocabulary

Cognate

Background Knowledge

Environmental Print

Incidental Vocabulary

Intentional Vocabulary

Sensory Memory

Working Memory

Permanent Memory

Vocabulary Quilt

Fold a piece of chart paper to make eight boxes.

Write or draw what comes to mind when you read the following words.

CIMA (c) 2012

Experiential and Academic Background

Taking into consideration and explicitly linking CLD students existing knowledge/ background and new learning.

Take what CLD students know and build a bridge to facilitate transfer.

CLD students may not have the background knowledge and experiences needed to fully participate and comprehend academic tasks.

Throughoutevery lesson

The Six Must Do’s1. Plan instruction based on students strengths.

2. Examine cultural and linguistic background.

3. Collect data on experiential background.

4. Look at the stage and pattern of acculturation (U-Curve).

5. Assess sociolinguistic development and language transfer.

6. Examine culturally different cognitive and learning styles.

What students already know about

the content is one of the strongest

indicators of how well they will

learn new information relative

to the content being

presented by

the teacher.

(Marzano, 2004)

Current Research SynopsisPoverty, Ethnicity, and Opportunities to Learn:

May each negatively influence background/vocabulary knowledge.

Poverty and ethnicity’s effect on vocabulary and background:Many learners come to the school (at least to Kindergarten and/or first grade level): Without ever having had a birthday party; Without ever having been on a family vacation; Without ever having been to a circus; Without ever having been to a parade; Without ever having been to a museum; Without ever having been shopping with their parents; and Without ever having had a story read to them.

Successful instruction is connected to the student’s background knowledge (vocabulary).

Schools can enhance the background knowledge of students through explicit vocabulary development.

(Marzano, 2004).

Definition of Vocabulary Vocabulary refers to the words we must know to

communicate effectively: oral vocabulary

reading vocabulary.

Oral vocabulary refers to words that we use in speaking or recognize in listening.

Reading vocabulary refers to words we recognize or use in print.

( Reading First)

Building Background: Vocabulary and Connection

Vocabulary knowledge correlates to comprehension.

It takes 12 meaningful interactions with a word to create mastery.

Comprehension depends on 90-95% knowledge of words in a text.

To overcome vocabulary deficit in CLD students, we must explicitly teach it daily.

Margarita Calderon

Incidental & Intentional Vocabulary

No one single instructional strategy is sufficient for optimal vocabulary learning.

Effective instruction includes opportunities for both incidental word learning and intentional word teaching throughout all grades.

Incidental:

Exposure to & interaction with increasingly complex and rich oral language and by encountering lots of new words in text (own reading or being read to).

Intentional: Specific words are selected for explicit and in-depth instruction.

Cognate Challenge!VocabulaireEducaciónKognitiv

ComunicativoConexión

AkademischColegas

SeminarioDéveloppement de langue

Modelo del prismaKritisches konzept

Cognate Challenge!VocabulaireEducaciónKognitivComunicativoConexiónAkademischColegasSeminarioDéveloppement de

langueModelo del prismaKritisches konzept

• Vocabulary • Education• Cognitive• Communicative• Connection• Academic• Colleagues• Seminar• Language Development• Prism Model• Critical Concepts

Cognates

What is a cognate?

How can you begin to use cognates with your CLD students?

Share your ideas with your team.

Select one to share out with the group.

Cognate Activities Put book pages on an overhead and point out cognates.

Have students work in pairs to find cognates in a text.

Create a cognate wall.

Create a cognate classroom dictionary.

Have students work together to find and then categorize cognates.Same spelling-colonialPredictable variation - civilization/civilizacionSame root - sport/deporte

Day 7: Memory ReviewToday we will:

Discuss the functions of memoryContinue with vocabulary instructionRevisit out Vocabulary Quilt

Three Functions of Memory (Marzano, 2004)

Sensory Memory

Building Background

→

Workin gMemory

Practice&Apply

→ ←

PermanentMemory

Review&Assess

Vocabulary & Concept Development = KNOWLEDGE

74

Sensory Memory

Working Memory permanent Memory

Three functions of memory…

Before the Lesson:Sensory Memory

• Sensory memory deals with the temporary storage of data from the senses.

• The Sensory memory serves as a (very) temporary repository for this information from our senses.

• However, we cannot process all of the information from the senses. Rather, we pick and choose.

(Marzano, 2004)

76

Activating Sensory MemoryExplicitly linking to background

knowledge

Explicitly linking to cultural knowledge

Provide visual/sensory cues

Linking Language: Contextual, Connecting, Conceptual

Linking LanguageHave students list descriptive words that

support your concept vocabulary.Have students find cognates.Link languages by drawing lines between

native language and English language to provide label for already known words.

Have students write a predictive paragraph about the topic.

Throughout the Lesson:Working Memory

Working memory can receive data from sensory memory (where it is held only briefly), from permanent memory (where it resides permanently), or from both.

If processing goes well in working memory, information makes it to permanent memory.

If processing does not go well, information does not make it to permanent memory.

Vocabulary Effective Instruction

Teachers Use explicit instruction to teach key words and technical

vocabulary prior to reading. Limit the number of new words taught at one time. Provide multiple exposures to words across contexts. Provide opportunities for students to discuss and use new

words in and out of class.

Students Use words meanings in a variety of contexts. Discuss the relationships between words. Use strategies to figure out the meanings of new words.

Environmental Print

Environmental print (logos & picture symbols) helps students understand that print carries meaning.

Environmental print in the classroom including current student work, print featuring aspects of the curriculum currently under study, word walls, and labeled areas and items throughout the room.

Environmental Print

Label centers and materials with picture symbols in the languages represented in the classroom

Provide a variety of genres of books reflecting diverse children, workers, and cultures.

Children who come from cultures that do not use the Roman alphabet may need additional support to learn the print.

Developing Content Vocabulary

Learning new words for already known concepts.

Learning new words for new concepts.

Building and retaining content-specific vocabularies.

Learning textbook vocabulary.

Vocabulary Strategies for Diverse Learners

Four-Dimensional Study (Stejnost & Thiese, 2001)

Choose 5 to 10 words that are unfamiliar.

Instruct students to do the following on an index card: Copy a sentence from the text

that uses the word. Write the dictionary meaning. Write a personal knowledge

or experience. Draw a picture.

Four-Dimensional StudyThis lawsuit is not about banning a product but about

banning a fraud.1. Sentence from the text.

3. From

my

life.

2. From

the

dictionary.

4. Symbol/picture to represent the word.

To forbid or to stop.

My favorite baseball player, Pete Rose, has been banned from election to the Baseball Hall of Fame!

Word:

Review & Assessment:

Permanent Memory

Permanent memory contains information that has been stored in such a way that is available to us.

Permanent memory is the repository of our background knowledge- academic and experiential.

Structural

(Vocabulary)

Indexing

Structural IndexingPreparation Building Comprehensible Background Input

Learning SIOP Interaction

Practice/ Lesson Review andApplication Delivery Assessment

Quilt Review

As a group revisit your vocabulary quilt.

On a separate piece of paper, answer the following questions:

1. Discuss meaningful connection from your own background knowledge/experience to help you remember the words as a group.

2. How are you going to apply this knowledge in your future classroom?

3. Why is it important to vocabulary development or to building background?

4. In what way will knowing this information improve your future practice with CLD students?

Did we reach our destination?