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Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students

Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students. By John ‘JR’ Reafleng Rita Chavira Christopher Garcia. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students. Agenda. ‘Do Now’ 2. Preview presentation objectives 3. Discuss Objectives

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Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students

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  1. Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students By John ‘JR’ Reafleng Rita Chavira Christopher Garcia

  2. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Agenda ‘Do Now’ 2. Preview presentation objectives 3. Discuss Objectives 4. Closure activity 5. Handout.

  3. Do Now: Turn to your neighbor and ask and respond to the following question: What does thematic instruction mean to you as an educator?

  4. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students AIM: It is likely that your responses addressed one more of the following aims of today’s presentations. Today we will:  Identify three major characteristics of thematic instruction. 2. Discuss ideas from two or three recent articles provided that will help use thematic instruction with bilingual learners. 3. Present other ideas from our professional experiences concerning thematic instruction that have proven beneficial that have not been mentioned in this training.

  5. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students What are three major characteristics of thematic instruction?

  6. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Characteristic 1

  7. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Characteristic 2

  8. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Characteristic 3

  9. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Discuss ideas from two recent articles provided that will help use thematic instruction with bilingual learners.

  10. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students The organization Focus on Effectiveness in their 2005 online article Thematic Instruction discuss several ideas for implementation of this methodology. Focus on Effectiveness . (2005). Thematic Instruction . Retrieved from http://www.netc.org/focus/strategies/them.php

  11. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Key Concepts from Article:“Themes are a way of understanding new concepts. They provide mental organizing schemes for students to approach new ideas.”“Research on brain-based teaching explains that the brain learns, and recalls learning, through nonlinear patterns that emphasize coherence rather than fragmentation. The more teachers make connecting patterns explicit and accessible for students, the easier the brain will integrate new information.”

  12. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Key Methods:“Choose authentic themes that matter. Choosing themes that are authentic content connectors strengthens students' ability to build fluency between school subjects and apply them in real-world contexts. Select concepts or ideas that will blend disciplines and create bridges to new knowledge.”“Connect to the local surroundings. Extend the classroom into the neighborhood, town, and environment by integrating them into the curriculum in meaningful ways.”

  13. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students The article notes: “Effective thematic instruction involves using a theme as ‘conceptual glue’ for learners, strengthening bonds to knowledge. This approach relies on teachers who have a strong sense of curriculum as a learning process and can see ways to connect learning with key concepts. The goal is to choose themes that relate to students' lives to ensure interest and engagement in the content.” While ELL methodology was not specifically addressed in this article, the SEI concepts of including hands-on activities, engage in cooperative learning and using visuals clearly fit perfectly with thematic instructional methodology as presented in this article. The use of guarded vocabulary is not specifically mentioned in the article.

  14. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students In their article About Best Practices in Integrated Thematic Instruction (2012), Benchmark Education present a highly comprehensive list of principles and practices related to thematic instruction. Benchmark Education. (2012). About Best Practices in Integrated thematic instruction. Retrieved from http://www.benchmarkeducation.com/learning-environment/integrated-thematicinstruction.html

  15. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students They present the following for teachers looking to begin or improve thematic instruction:Introduction/OverviewSelecting ThemesThematic integration Fostering Critical and Creative ThinkingPlanning units of studyMultiple Intelligences, as well as Bloom’s Taxonomy (see below).Howard Gardner’s Multiple IntelligencesBloom’s Taxonomy Level 1: KnowledgeBloom’s Taxonomy Level 2: ComprehensionBloom’s Taxonomy Level 3: ApplicationBloom’s Taxonomy Level 4: AnalysisBloom's Taxonomy Level 5: SynthesisBloom's Taxonomy Level 6: EvaluationEvaluating Student LearningThe Inquiry ProcessThe Cooperative Learning Process Benchmark Education. (2012). About Best Practices in Integrated thematic instruction. Retrieved from http://www.benchmarkeducation.com/learning-environment/integrated-thematicinstruction.html

  16. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students The ideas presented Education Benchmark in the previous slide cover nearly all of the key SOIP concepts: Preparation, Building background, Comprehensible input, Strategies, Interaction, Practice and application, Lesson delivery, Review and assessment. However comprehensible input was not specifically addressed.

  17. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Findings From Article: Comprehensible input is not explicitly stated. CI may be taken for granted when instruction in English is to be provided and assumes native or near-native English language abilities.

  18. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Present other ideas from our professional experiences concerning thematic instruction that have proven beneficial that have not been mentioned in this training.

  19. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Idea 1

  20. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Idea 2

  21. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Idea 3

  22. Thematic Approach to Develop BICS and CALP Proficiency in ELL Students Closure: (Debrief) Describe three major characteristics of thematic instruction to your partner. 2. Discuss at least 2 ideas from two or three recent articles provided that will help use thematic instruction with bilingual learners. 3. Present at least one other ideas from your professional experiences concerning thematic instruction that have proven beneficial that were or were not mentioned in this training.

  23. handout

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