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Strategies for Teaching Adult ESOL LearnersCBESOL Doorways Conference, October 15, 2016

Trainer: Lauren Lang (email: [email protected])

Agenda:

1. Lesson Planning Framework: Before, During, After

2. Activities for Before, During, and After:

a. Before:

pictures

think-pair-share

realia

self-assessment

b. During:

dialog with diminishing scaffold of support

c. After:

interview grid

self-assessment

speaking log

3. Questions and Wrap Up

“Prior Knowledge is the foundation of knowledge”~Dr. Jim Cummins, The University of Toronto

Lauren Evans Lang CBESOL Doorways Conference 2016

Think about planning your lessons in 3 parts1.Before: Preparation for the main lesson

Establish context: Do something hands-on to spark your student’s interest and get them thinking about the topic

Realia- bring in real objects Act out scenes related to the topic Pictures- use pictures from the newspaper, magazines, sales fliers, picture

dictionaries, or pictures from the internet to introduce the topic Determine what your students know and want to know

Prior Needs Assessments will inform your planning Self assessments Observation of group and pair activities

Brainstorming Labeling pictures or diagrams KWL (What you know, want to know, and what you learned) Interview grids

Build background knowledge- about the content, related culture, vocabulary, and linguistic knowledge to prepare students to be successful

Establish purpose of lesson

2.During: Diminishing level of support throughout the lesson Provide a scaffold of support so each student can be successful Move from teacher directed to student controlled

I do: Show students exactly what you want them to do, with few words We do: provide supported activities for students to practice the new skill You do: provide independent activities for students to practice

3. After: Find out what students learned, and extend and reinforce learning What did students learn?

Performance assessments: observe performance in small group/ pair activities

Self assessments Individual assessments

Tie new knowledge to real life Authentic homework Real or virtual field trips

Extend learning and be proactive about retention of content Review and repeat with variation in future classes


Housing ProblemsProblem Causes Solutions Who helps?

1.

2.

3.

4.

5.

6.

Do you need to use English when you have these problems? How?Who do you need to communicate with? Which language skills do you need to use? Do you need to speak or write in English? Read or listen and understand in English?


Think- Pair- ShareTechnique:

Think: Give students a question, problem, picture, or agree/disagree statement to ponder. Students quietly think about it independently (and optionally jot down notes)Pair: Students work in pairs, and share their ideas with each other. Each person prepares to share

their partner’s ideas with the whole class. Share: Back in the whole group, each person shares their partner’s ideas. Or share responses via a classroom response system like polleverywhere, or share in small groups

Variations:

Given a question, problem, picture or agree/disagree statement to ponder, students will…Think Pair Share

Think about or Free write or Write using a graphic

organizer or Draw your ideas

Share something about yourself

Share your opinion Come to a consensus Explain your reasoning

Verbally or in writing Share in table groups A few people share orally in a

class discussion Share in writing via a class

response system or by writing on the whiteboard

For lower levels: Develop a routine of think-pair-share with a topic such as “What did you do this weekend?” This will allow students to develop language around this topic and anticipate the question. Provide cue cards as needed with picture clues and basic sentences for possible answers.

Benefits: Students have a real reason for speaking clearly and listening carefully because they need to

gather their partner’s information so they can share it with the whole class or their table. This is a safe activity for shy or reluctant learners. They practice with a partner before sharing in

front of the whole class. All students are actively involved, instead of a few as in a whole class discussion. All students have time to think about their own ideas before hearing other ideas, and time to think

about what they are going to say before they are expected to speak. Students are engaged in collaborative learning, developing skills for working with others

Possible topics for Think- Pair- Share: Before a new theme- What do you know about _____? End of class- What did you learn today? A difference between your home country and the US Opinion- such as “Do you think using hands-free cell phones while driving should be banned?” Problem Solving: A worker has been touched inappropriately by her boss. What should she do? Health topics- home remedies, how to handle stress What you do (job, or care for children or relative, or hobby) Food topics- favorite dinner, favorite recipe, where you like to shop and why Something special about your home country What makes a good boss? Current events (What do you already know about ____, What is your opinion about ____.) Your pick for the next president and why


Realia

What is Realia? Using real objects that students can touch, manipulate, and maybe even smell and taste in the

classroom to make the words more memorable and build a stronger connection between the object and the word. Real objects are the most effective, but a 3-d model, or photograph can be a good substitute

Why use Realia: It adds fun, interest, and a kinesthetic and sensory quality to lessons, making them more

memorable. Aids simulation of real world interactions Ties classroom knowledge to it’s real world use

Examples of Realia Use: Work on making requests by serving coffee/tea or lemonade Teach comparatives by having a tasting party. “Oranges are sweeter than lemons” Teach prepositions of place by placing realia in different spots around the room (also great for

teaching this, that, those, these) Use maps to work on asking and giving directions Bring in photos to talk about family relationships, introducing people, native countries, etc. Talk about colors and describe patterns and clothing styles by using what you and the

students are wearing as examples Go outside or look out the window to talk about the weather/ seasons Use sale ads, fliers, receipts to discuss vocabulary of consumerism and civic participation Have students take photos on their phones relevant to the current theme, and bring to class to

use in activities Have students bring in real objects that represent the important things in their lives Group Discovery: Bring in a variety of realia around a theme- number the objects, and have

students work in small groups to pool their knowledge of the vocabulary for what it is, it’s use, variations, etc.

Name it! Have everyone pick one object, sit in a circle, put the object on the floor in front of them. Have everyone start a beat- for example- slap legs twice, then snap left hand, then snap right hand. With the left snap the student names the object at their feet, on the right snap they name the object at someone else’s feet- which passes the turn.

When to Use Realia: Before: to find out what students already know, build up their knowledge of concepts and

vocabulary, and to generate interest in what you will be learning During: use as props during dialogs, line dialogs, and other activities After: Use as props for assessment tasks such as role plays


Real object 3-d Model Photograph/video Line drawing Concrete Abstract(more sensory information) (less sensory information)

Before: Self-Assessment Examples

Can Do Self Assessment:

I can do this by myself.

I can usually do this by

myself.

This is difficult for

me. I can do it with some help from

others.

This is very difficult for

me. I can do it with lots of help from

others

I cannot do this at all

4 3 2 1 01. Tell a neighbor

about a housing problem

2. Call my landlord to report a problem

3. Use 2 different strategies to understand or be understood on the phone

Adapted from: Holt, D. D., & Van Duzer, C. H. (Eds.) (2000). Assessing success in family literacy and adult ESL. McHenry, IL & Washington, DC: Delta Systems & Center for Applied Linguistics.

Spectrum Self Assessment: Directions: Write an x along the line

1. Call a doctor to make an appointment

2. Describe a problem to a doctor or nurse

Before- During- After FrameworkLauren Evans Lang CBESOL Doorways Conference 2016

I cannotdo this at all

I can do this by myself

I cannotdo this at all

I can do this by myself

Before During AfterPreparation

Establishing Context Assessing what students know

and what students want to learn Building foundation skills

needed for this lesson

SupportProviding a diminishing

scaffold of support

Assess and Extend Tie new learning to real life Assess what student’s learned

to inform future instruction Repetition with variation

Hands-on activity to spark interest,

activate, and build background knowledge

Move from teacher controlled to student

directed

Assessment doesn’t have to look like a test- observe students in

communicative activities

RealiaPictures

Pantomime

I do (model)

We do (structured practice)

You do (open ended practice)

Role playsLine drills

Interview gridsInformation gaps

Fluency- Accuracy

Strive to create a balance between accuracy and fluency. As much as possible, lessons should be integrated- some grammar/pronunciation/vocabulary taught in the context of meaningful communication.

Accuracy Fluency

Structure Focused Meaning Focused

Knowledge about English:Correct use of Vocabulary, Grammar, Pronunciation

Use of languageto communicate,

regardless of accuracy

During: Dialog- Calling about a housing problem


Apartment Manager: Hello?

Renter: Hi, I have a problem in apartment 3b.Apartment Manager: What’s the problem?

Renter: Water is leaking from my ceiling.Apartment Manager: I will come fix it tonight.

Renter: Okay, thank you. ByeApartment Manager: Goodbye

Dialog adapted from: Calling the landlord to report a leak dialog: http://www.eslfast.com/robot/topics/apartment/2apartment34.htm

Dialogs with audiofiles related to renting an apartment: http://www.eslfast.com/robot/topics/apartment/apartment.htm


http://www.eslfast.com/robot/topics/apartment/apartment.htm

http://www.eslfast.com/robot/topics/apartment/2apartment34.htm

Calling about a Housing Problem: Level 2Apartment Manager: Hello?

Renter: Hi, this is Rosa Garcia. I have a problem in apartment 3b.

Apartment Manager: What’s the problem?Renter: Water is leaking from my ceiling

Apartment Manager: Is the water flooding your apartment?Renter: No, but the carpet is getting wet.

Apartment Manager: When did it start leaking?Renter: It started today.

Apartment Manager: I will come fix it tonight.Renter: Okay, thank you. Bye

Apartment Manager: Goodbye

Calling about a Housing Problem: Level 3Apartment Manager: Hello?

Renter: Hi, this is Rosa Garcia. I have a problem in apartment 3b.

Apartment Manager: What’s the problem?Renter: I think a pipe burst in my ceiling.

Apartment Manager: Why do you think that? Renter: The ceiling is wet, and water is dripping onto the floor.

Apartment Manager: Is the water flooding your apartment?Renter: No, but the carpet is getting wet.

Apartment Manager: When did it start leaking?Renter: It started last night.

Apartment Manager: I will have a plumber fix it tonight.Renter: Okay, thank you. Bye

Apartment Manager: Goodbye


Dialogs with Preparation, Support, and ExtensionPrepare: Build context for the dialog:Use pictures, realia (real things), or pantomime to set the scene for where the dialog would take place in the real world, and the purpose of the dialog.

Model the dialog: “I do it” Have students close their eyes and listen as you read the dialog in a natural voice. Then have students open their eyes and follow along as you read the dialog again.

Comprehension check: Ask students questions about the dialog to make sure they understand the meaning

Read once more, and have students listen to the rhythm, such as the raising and lowering of the voice.

Practice the Dialog- Repetition with variation Practice should progress from teacher to student controlled

Whole Group: “We do it”•Listen and repeat (line by line- stopping to have students listen and repeat individual words or

phrases as needed to help them with pronunciation) •Practice dialog with teacher as Person 1- students are all Person 2 •Switch- students are person 1, teacher is person 2 •Students on one side of the room are person 1, other side person 2- switch •Female students are person 1, male students are person 2 •Revisit ‘listen and repeat’ if students need further pronunciation help with specific words

In Pairs: “You do it” Have students practice the whole dialog in pairs Substitution- Introduce new vocabulary and have students substitute variations into the dialog. For

example, for the sentence ‘I will come fix it tonight’, students substitute other times, (tomorrow, Saturday, next week, etc.)

Vary the dialog: Scripted dialogs are often presented in textbooks. It is very helpful to also generate dialogs with students, or brainstorm ways to say it a different way. This ensures the language is within reach of your learners, they feel ownership of it, and you are demonstrating there are several ways to say the same thing- not one perfect way. The chances of students encountering exactly the same language in a real life scenario as in a textbook dialog are very slim. Pick out individual words or phrases from a dialog. Ask students to call out other ways to say them. Write their ideas next to the dialog. Some guiding questions:

What are some other ways we could say this? How could you say this a different way? What are some other questions _____ might ask?

Provide a level 2 (and level 3) extended dialog for students who are ready. Students who need more practice, would continue to practice the original dialog to work on pronunciation and fluency.

Role Play: Once students are very familiar with the dialog, have students put away the dialog and try to act out the scenario using their own words (and words they remember from the dialog and variations).

Cut Up Dialog: For the next class, type up the dialog and make copies. Cut the dialog in strips of what each person says, and put them in envelopes. Students read the strips and put them in order, then practice the dialog again.


Tips for Planning Lessons for Adult English Language Learners

1. Have a clear goal of an observable skill you want students to be able to do after the lesson. Think of your lesson plan as your road map of how to get there.

2. Provide an evaluation of the skill you taught. You must evaluate in the same manner in which it was taught and practiced. For example, if you are practicing orally describing symptoms to a doctor during the lesson, assess by having students describe symptoms orally, not in writing.

3. The student activities should contribute in a direct way to their accomplishing the lesson objective.

4. Lessons should move from teacher directed to student controlled.

5. Always start with student needs, interests, and abilities. When planning, pick and choose activities from resources (texts, web sites, etc.) and adapt to fit the unique needs of YOUR students.

6. Teach all four language skills (reading, writing, listening, and speaking)The four skills go hand in hand- Improvement in one language skill improves the others. Real communication activities involve multiple language skills.One lesson may focus on one or two skills, but try for a balance of all four skills over the course of a week or two.

7. Time on task Think about the actual time students are reading, writing, listening, and speaking during each class. The best way to increase time spent practicing language skills is by having students work in pairs and small groups. During whole group instruction, only one person practices at a time. If you have 10 students, then each student practices for 1 minute of every 10 minutes during whole group instruction, while they practice for ~ 5 minutes of every 10 minutes while working in pairs.

8. Be prepared- Always plan more than you think you will need

9. Think through exactly what you will say when giving directions for an activity, Clear, specific directions will help your class run smoothly

10. Reflect after each lesson. Taking 10 minutes to reflect on what went well, and what didn’t go well is crucial for meeting your student’s needs and developing your teaching skills. Think about:

1. What went well? Why?2. What did not go as planned? Why?3. If I had to do it over again, what would I change?4. What have I learned about my students that I can use in future lesson planning?


Household Problems Interview Grid

Name Tell me about a problem at your house. How did you fix the problem?


Simple Household Problems Interview Grid

Name

How often have you had this problem? Or Have you had this problem? (yes/no)


Interview Grids


Interview Grids… can be used with all life skills topics are open ended allow learners to work at their own pace can be as simple as making a check or as complex

as writing sentences are great for multilevel classes- lower students

ask/answer fewer questions, and/or complete fewer rows.

Directions: Practice the questions the learners will ask. Provide questions or only a cue so learners can

formulate their own questions Model the activity Learners interview classmates one at a time,

collecting information Debrief as a whole class- sharing information

and/or creating a class graph

Work ScheduleAsk: “Do you work on _?” (Monday)Write: Yes or No

Sleep

Name Hours of SleepSergiy 6

Monica 10Name Sun. Mon. Tues. Wed. Thurs. Fri. Sat.Sandra No Yes Yes Yes Yes Yes Ye

Job Information Grid Personal Planner1.Fill in five spaces with your own plans2. Walk around the room and invite your classmates go out to dinner, come to a party, play soccer with you, etc.3. Accept or refuse their invitations. If you accept, write it onyour planner

Sun. Mon. Tues Wed. Thurs Fri Sat

Morning work

Afternoonchurch Doctor

appt

EveningDinnerwithCarla

Info. Grid in the Community- Shopping Go to a grocery store, find the cheapest price for each item. Next week you will share the info. with your classmates.

Favorite Holiday

Name Past Job Present Job Job TasksFuture

Job

Jon Construction Bus PersonClean Tables

Fill WaterWaiter

Grocery Store

PricesGallon

1% milk15 oz can

black beans1 pound bananas

1 dozen eggs

NameFavorite holiday? When? Customs?

Special Food?

Homework: Speaking Log

Where?WHO did you speak

to in English? WHAT did you talk about?Was it easy?

Difficult?


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