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Are you down with ZPD?

Are you down with ZPD?. Scaffolding to reach the needs of diverse learners. Katherine Iraheta. Economics! . Complete the sentences to explain 3 ways how this lesson could improve…. Turn & Talk. Share with your neighbor your 3 reflections Choose one of your best (or the best) to share out.

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Are you down with ZPD?

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  1. Are you down with ZPD?

    Scaffolding to reach the needs of diverse learners Katherine Iraheta
  2. Economics! Complete the sentences to explain 3 ways how this lesson could improve…
  3. Turn & Talk Share with your neighbor your 3 reflections Choose one of your best (or the best) to share out
  4. Objectives… To determine scaffolding’s role with the Common Core To explore why not all learners internalize information at the same rate To develop a range of scaffolding techniques to meet students’ individual needs To provide examples of what scaffolding is & what it is not

  5. Congratulations!

    STIPULATIONS… Attend a French lecture (1/2/12) a “l'universite de sorbonne” about adolescent education Share out what you learned back in USA Complete walkthroughs at a French Public School (1/3/12) Share your feedback with the French Administration at the school Can bring 1 other person with you (split funds; airfare provided) Award: Trip to Paris, France December 30, 2012 – January 5, 2013 PAID/TAKEN CARE OF: Hotel Round-trip Airfare & €200 Transportation Stipend Meal Allowances €50/day Cultural Exploration allowance €1000 Substitute & Sub plans
  6. What will you need to be successful?

  7. Success Graphic Organizer

  8. 3, 2, 1… Leader has, do I have? 3 minutes to brainstorm 2 to chat with a peer/trio 1 to call out & check off
  9. Ping Pong Between 2 volunteers for set amount of time Repeat the phrase, “I like to be independent when…” & finish with your own thoughts Wait until the next person shares before you jump in If you agree, applaud briefly (3-5 claps)
  10. Instructional Scaffolding Increasing Independence Teach Model Practice Apply
  11. Group Scaffolding Increasing Independence Whole Class Small Group Partners Individual
  12. Scaffolding Techniques BUILDING INDEPENDENCE Taking students from where they are to the next level.
  13. WiDA ACCESS Scores & Can Do Descriptors… On your index card, brainstorm everything you know about LEP testing/data
  14. Consult the Solution Stations To find out more about WiDA & Can Do Descriptors: Move to a station Leave your note card at your table Read up on your topic Come back and write down what you recall
  15. ACCESS Test All LEP students in NC are given the ACCESS Test for English Language Learners annually from February to March. The ACCESS is designed to monitor the progress of student’s English language development. The test covers the Language of Math, Science, Social Studies, Language Arts, and Social and Instructional Language. The test scores, though not the only piece of data, are a valuable indicator of the student’s English Language Proficiency.
  16. The Four Language Domains Listening Speaking Reading Writing
  17. How to use ACCESS test data? Eligibility for accommodations on State Tests A criteria for ESL Program enrollment LEP Exiting Criteria AND MOST IMPORTANTLY… To build and design instruction and assessments (both inside and outside of ESL classroom)
  18. Rubric Students are graded on a rubric incorporating the following levels: These levels inform teachers, in part, of what to expect from students in regards to the development of content area language.
  19. Interaction of Performance Level:Definitions and ELLs’ Abilities Performance Levels Language Proficiency (Performance Level Descriptions) Vocabulary Usage Linguistic Complexity Language Control 5 Bridging L 5 L4 4 Expanding 3 Developing L 3 2 Beginning L 2 L 1 1 Entering
  20. Given the LEP Rosters & the WiDA Can Do Descriptors…* For specific students, you can determine which scaffolds are appropriate for every instructional activity Does not have to be with only LEP students Can use Can Dos for Non-LEP whose data on EOGs, formal/informal assessments, exemplifies that they have different listening, speaking, reading, & writing skill sets Combine & Apply
  21. Let’s plot some points!
  22. Let’s plot some points!
  23. Let’s plot some points!
  24. Take a Break See you in 5minutes
  25. Consider the following sentences… El uso de la bicicleta ha logrado mejorar el medio ambiente y a cambiar la estructura de ciudades. La bicicleta es grande. Count how many words you know in each sentence.
  26. Word Knowledge Correlates with Comprehension “In today’s terms this means that the number of words known [by students] predicts how… learners perform on high stakes tests that call for any type of reading comprehension.” “Unless students know 85-95% of the words they are reading, comprehension will be stifled.” Calderón, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print.
  27. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. (Instructional) Scaffolding
  28. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. 2. “To use scaffolding as an instructional tool, the teacher provides tasks that enable the learner to build on prior knowledge and internalize new concepts. The teacher must provide assisted activities that are just one level beyond that of what the learner can do independently.Once learners demonstrate task mastery, the scaffolding is decreased and learners accept responsibility.” "Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>.
  29. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. 3. Scaffolding is an instructional technique, in which a teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge.
  30. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. 4. In other words, “Instructional scaffolds are temporary support structures teachers put in place to assist students accomplish new tasks and concepts they could not typically achieve on their own.”
  31. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. 5. Say 3x! Scaffolding! (happy) Scaffolding! (angry) Scaffolding. (whisper)
  32. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. 6. Tell your partner about a time you were given scaffolding to understand something. OR Think of a time you provided scaffolding to someone who needed to understand something.
  33. SCAFFOLDING… A PRE-TEACH IN 7 STEPS…. 7. Let’s remember that s-c-a-f-f-o-l-d-i-n-g comes from a building construction reference but we want to think about its building of knowledge context.
  34. Teaching Concepts/Vocabulary
  35. Question, Reasons, Examples If you are studying for a test, you need to do it persistently. What else do you need to do persistently? Say faithful if it applies: A cat who always comes home before dark. A brother who takes care of his sister. A girl who has 3 boyfriends. You provide an example for us. Making Choices & Review What would you do - feel fortunate or feel unfortunate if you: won a million dollars? had to clean somebody else’s mess? got a hug from your favorite movie star? were told you had 3 months of vacation? Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated. More Examples for Step #6
  36. Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary as a scaffold for our students?
  37. Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary as a scaffold for our students? I can picture using the 7 Steps with (Name of student or students) because (he/she/they)…. What I like about the 7 Steps is…
  38. Give me 3 reasons why you say, “yea,” or “nay.”

    Will scaffolding be the same for each student?

  39. Zone of Proximal Development The distance between the individual’s actual and potential development level.
  40. Stages of the ZPD
  41. Take a Break See you in 5minutes
  42. HowToScaffold • • • • • Model Provideconstructivefeedback Activatepriorknowledge Buildbackground Usesupports –Sensory –Graphic –Interactive –Language
  43. Scaffolding… helpsstudentsaccess complextextsdirectly. allowsthereaderafirst encounterwithminimal clarifications. guidesthereaderwithfollow- upsupport. encouragesre-reading. Scaffoldingdoesn’tmean… •compromising the integrity of the standards •replacingthetext. •tellingstudentswhattheyaregoingtolearn.
  44. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
  45. ExamplesofScaffolding Modeling/Demonstrations RealiaandMulti-media Pictures Visuals Hands-on Manipulatives
  46. Scaffolding:Organizers Venn Diagram Concept Map Sequence
  47. Scaffolding Techniqueshttp://www.online-utility.org/text/analyzer.jsp VERBAL TECHNIQUES Paraphrasing Putting text into your own words for easier understanding Recasting Restate the students response in correct English Using “Think-Alouds” Model thinking through problem solving verbally Key Vocabulary Clarifications and definitions Slowing Speech, Increasing Pauses, and Speaking in Phrases Provide time to process information
  48. Exit Ticket 1 Complete the 4 square summary & feedback form, please 
  49. Scaffolding & Differentiation with Data WiDA ACCESS Process example Assess Teach Analyze Build Evaluate Students take assessment in 4 language modalities Scored Shared back with District Interpret individual ACCESS scores Plot on appropriate level for each language modality (Can Do Clusters) 1 student per sheet Unpack the standards for the lesson Determine your activities Use the Can Do Clusters to scaffold Be sure to differentiate Create differentiated activities off of non-mastery from pre-assessments Example: Tom vs. Tina (matching vs. 1 word) Where are they now? What do they need? How will they get there? Don’t be a Ben Stein! You’re better than that.

  50. Dessert Nuggets

    Apart from any breakout session specific “exit ticket,” we are asking you to share back with your school-based colleagues a takeaway/highlight from your session. Before you leave for lunch… Write on a sticky note what you want to highlight (Example: “7 Steps to Pre-teaching Vocabulary”) Look for your school’s poster & stick your note on it before leaving to eat After lunch… Take a moment to share with your colleagues your “nuggets” (favorite feature)
  51. Works Cited "CAL: Topics: English Language Learners." CAL: Topics: English Language Learners. N.p., n.d. Web. 16 Oct. 2012. <http://www.cal.org/topics/ell/>. Calderón, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print. "COMMON CORE STATE AND NC ESSENTIAL STANDARDS." Common Core State and NC Essential Standards. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/acre/standards/>. "English Language Development (ELD) Standards." WIDA English Language Proficiency (ELP) Standards: Download the 2007 Edition and Resource Guide. N.p., n.d. Web. 16 Oct. 2012. <http://www.wida.us/standards/eld.aspx>. Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. Fisher, Douglas, and Nancy Frey. ""Guided Instruction"" Scaffolds for Learning: The Key to Guided Instruction. N.p., n.d. Web. 16 Oct. 2012. <http://www.ascd.org/publications/books/111017/chapters/Scaffolds-for-Learning@-The-Key-to-Guided-Instruction.aspx>. "LANGUAGE ARTS." English/Language Arts. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/curriculum/languagearts/>. "Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>. Thank You katherine.sobiesiak@cms.k12.nc.us
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