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Fairfield RSL March 2, 2010

Fairfield RSL March 2, 2010. Day 2. ESL Matters. Day 1 ESL Teachers and TEs. The Nature of the ESL Learner Identifying and Assessing ESL Students An Introduction to the ESL Scales. ESL Matters. Day 2 ESL Teachers and TEs. 9.00 a.m. Welcome and Prayer

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Fairfield RSL March 2, 2010

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  1. Fairfield RSL March 2, 2010 Day 2

  2. ESL Matters Day 1 ESL Teachers and TEs • The Nature of the ESL Learner • Identifying and Assessing ESL Students • An Introduction to the ESL Scales

  3. ESL Matters Day 2 ESL Teachers and TEs 9.00 a.m. Welcome and Prayer 9.15 a.m. NPA Issues – Kate O’Brien 9.35 a.m. Assessing ESL Learners – Kerrie Reid 11:00 a.m. MORNING TEA 11.30 p.m. Using the ESL Scales – Helen West 1.00 p.m.LUNCH 1.45 p.m. A Whole-school Approach – Jane Bezzina

  4. Parking Lot

  5. National Partnership Agreement Dr. Kate O’Brien

  6. Data collected so far... • NPA schools 97% students have English as a second language • In the first NPA CEO Survey 5% of principals and 34.1% of teachers believed that the ESL scales were used to identify, monitor and assess language development of LBOTE students • 30% of principals and 45% of teachers believed that tracking procedures are in place to monitor language development of LBOTE students

  7. Practical Action Curriculum Implementation Instrumental Action Doing curriculum implementation is installing an ESL focussed curriculum, faithfully and efficiency Within the framework is for teachers to come to a deep understanding of the vision, beliefs and assumptions of ESL pedagogy and curriculum and to transform this based on the school context

  8. How Students Learn • Self • Others • Application • Process through communication (metalanguage)

  9. Authentic Educators The authentic educator cultivates and sustains an environment that promotes the work of authentic teaching and learning (Starratt, 2004; Stoll and Fink, 1996).

  10. AuthenticLearning Authentic teaching and learning are moral activities because “they engage both teachers and students in a deeper understanding of the nature and purpose of their lives and in determining how they can best contribute to the greater good of society” (Duignan, 2006, p. 129).

  11. Practices that Promote Authentic Learning

  12. Session 1

  13. Assessing ESL Learners • Considerations for Assessing ESL Learners • Effective and Appropriate Assessment Tasks: - Oral Language - Reading - Writing • Parking Lot

  14. What needs to be considered when assessing ESL students? • Form groups of 4. • Sort statements into groups according to your own criteria. • Label each group (a heading) using Post-it Notes. 1 group, 1 Post-it Note. • Using the labels/headings from each group, write a generalisation (1 sentence!) on circular coloured paper. • Share sentences at table groups.

  15. Developing Understandings What is an appropriate assessment task for ESL students? Assessing Young Language Learners Penny McKay, 2006 Cambridge University Press Bridge Bookshop 10 Grafton Street, Chippendale 9211 1660 $67.00

  16. Professional Reading • Selecting oral language assessment tasks for young language learners • Selecting reading texts and tasks for young language learners • Selecting writing tasks for young language learners 1. Read your text and complete the data bank.

  17. Jigsaw • Stand up and form triads (ROW) made up of one person from each key strand – different colours. • In your triad, summarise and share the information in your databank. Reading Writing Oral Language

  18. Remember.... ‘’English mother tongue benchmarks are invalid for ESL learners ... as they fail to acknowledge the distinctiveness of ESL development.’’ ‘’ESL students should not be excluded from testing and reporting, but their progress should be reported against ESL standards that accurately describe second language development.” Penny McKay TESOL in ContextVolume 19 Number 2 December 2009

  19. Session 2

  20. Using the ESL Scales

  21. ESL Scales Parking Lot Glossary Pages 124-8

  22. Rationale

  23. Language Progression

  24. Process for Using the ESL Scales

  25. Don’t forget……

  26. Table Buzz…….

  27. ESL Scales Workshop: Writing Sample texts + school writing sample.

  28. Level and Strand Strand Organisers Pointers Outcomes Previous Level’s Outcomes Next Level’s Outcomes Source: ESL Scales

  29. Documenting ESL Scales

  30. ESL Scales Workshop: Reflection

  31. Session 3 ESL

  32. Overview • Guest Speakers: SLL Teacher Educators Lyn Sweetnam & Julia Clements • Parking Lot Q & A - Expert Panel • Reflection - Implications for ESL teacher /TE and their school.

  33. SLL Teacher Educators Lyn Sweetnam & Julia Clements

  34. How Are You Feeling … • How are the ESL Scales making you feel?

  35. Benefits

  36. Benefits

  37. Where is your school at?

  38. Managing Time • Create Timelines • As TEs you need to keep all staff members informed about deadlines.

  39. Linked to Teaching /Learning Cycle

  40. Types of Assessment

  41. Backward Mapping • Grade Assessment Planning

  42. Support For Whole Staff

  43. Support For Teachers: Release for...

  44. Sample Matrix

  45. Useful Resources

  46. Other Practical Matters

  47. Final Tips

  48. Parking Lot

  49. The Panel – Q & A • Manager of Multicultural Programs and Services K-12Mary Karras • Catholic Intensive English Centre (CIEC)Ant0nina Munzone • New Arrivals Service Primary - Megan Passmore • Teacher Educator St. John’s, Auburn - Lyn Sweetnam • Teacher Educator St. Joachim’s, LidcombeJulia Clements • ESL Teacher St. John’s, Auburn – RodaComito

  50. Reflection Classroom Teacher Self Leadership Team

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