Scaffolding Instruction in The Secondary Classroom

1. Scaffolding Instruction in The Secondary Classroom Your Role

2. Agenda An overview of program goals, assessments and planning. An introduction to classroom and instructional elements in a sheltered instruction environment. A review of lesson planning with the second language learner in mind. Highlighting the type and amounts of practice second language learners need. A brief introduction to problem based learning in the secondary sheltered instruction classroom.

3. Definition: Scaffolding refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject.

4. Activity #1 Understanding my role in sheltered instruction

5. Objective By the end of this session: (1 min.) Participants will gain a deeper understanding of what scaffolding instruction is and the elements that make an instructional environment scaffolded. Participants will learn that when ELL students have “predictable routines and activities the students can count on each day, they are more comfortable in taking risks to meet the language and academic content challenges they face

6. How much ice is in an iceberg? Can you see all of an ice berg above the surface of the water?

7. Language Acquisition Terminology(4 min.) • Basic Interpersonal Communication Skills (BICS) • language skills and functions that allow students to communicate in everyday, non-academic contexts • develops within 2 years of exposure to English • Cognitive Academic Language Proficiency (CALPS) • more complex language skills and functions that allow students to have access to academic content in school • takes 5 or more years to match proficiency of native speakers

8. Language Acquisition Terminology – Part Two Understandable language aimed at communicating meaningto ELLs; the strategies a teacher uses with a student to make the content and meaning of a sentence/idea accessible. Comprehensible Input: The emotional variables (e.g., anxiety, motivation, self-confidence, fear) that affect a student’s ability to receive the comprehensible input. Affective Filter:

9. Program Goal The goal of ESL programming and instruction delivered for second language learners at the secondary level, is to provide non-native English speaking students with resources and opportunities to develop their reading, writing, listening and speaking skills in English. We strive to equip students with the academic strategies necessary for successful study in a school culture and language that is different from their own.

10. Assessment All students identified as Limited English Proficient are expected to grow by one proficiency level in TELPAS each year. In addition to that, students will also take STAAR assessments in all content areas.

11. Planning In developing the programs, a general guide that incorporates CIF and dual language strategies has been incorporated. The Middle School ESL and Science Enrichment teams have developed manuals for the courses taught and a checklist for coaching/observation purposes. This year, additional manuals will be developed with the goal of assisting teachers in servicing second language learners.

12. Activity #2 Goals Assessment Planning My Support Network

13. Developing Content and Language Objectives. Content and language objectives are displayed and stated at the beginning of the class and understood by the students.

14. Activity #3 Developing content and language objectives

15. Word Wall and Sentence Stems A student generated word wall and sentence stems are posted clearly and actively used. Key vocabulary is emphasized and it provides a consistent and comprehensive review of concepts and vocabulary. Word walls are changed frequently and are relevant to the material that students are currently learning. Sentence strips are posted to assist and encourage students to participate in the language of instruction.

16. Activity #4 Creating sentence stems

17. Equitable access to content language support materials

18. Bulletin boards correspond to language of instruction (LOI) in content area.

19. Desks and tables arranged to promote interactive/group lessons

20. Content Support Centers

21. The Teacher is Consistent in the Language of Instruction. There is no translation (code switching) done by the teacher during primary language of instruction activities: Concepts Explicitly Linked (Building Background Knowledge) Speech Appropriate to Student’s Proficiency Level. Scaffolding Opportunities given for students to clarify concepts in L1

22. Opportunities given for students to clarify concepts in L1

23. Learners Provided Authentic, Meaningful Opportunities to Read and Write (No Photocopies)

24. Evidence of hands-on meaningful learning, use of visuals, objects. Activities integrate language skills

25. Student Work Prominently Displayed in the Language of Instruction

26. Questioning The students ask and answer the questions in the LOI. The teacher provides sentence stems and language frames to ensure that all students participate in English regardless of proficiency level. The teacher maintains high expectations in that all students are required to participate in class in the LOI, only switching to LI when first language clarification is required through bilingual pairs.

27. Bloom’s Taxonomy

28. Practice Matters – Effective Practice Bloom’s and Questioning Revisited (2:55-2:56)

29. Interactive Notebooks

30. Activity Gallery Walk

31. Building an Effective Lesson PlanKey Points • Effective Planners are backwards planners who “Mind the GAP” – they think about goals, assessments, and plans in that order. • Backwards planning is hard work but this method of planning will help you drive your students to success.

32. Building an Effective Lesson PlanBottom Line In order to create a strong lesson plan, effective teachers understand their objective, write key points, create a daily lesson assessment and select appropriate methods, in that order.

33. Building an Effective Lesson PlanKey Points Effective teachers follow these three principles: Principle #1: All instruction should be driven by objective-aligned vision Principle #2: The sequence of methods should gradually release responsibility from the teacher to the student by using the “I do, We do, You do” framework Principle #3: Lesson methods should be backwards planned

34. Building an Effective Lesson PlanPlanning Instructional Methods Session 5.2

35. Building an Effective Lesson PlanPlanning Instructional Methods

36. Building an Effective Lesson PlanPlanning Instructional Methods Session 5.2

37. Five Step Lesson Plan Building an Effective Lesson PlanPlanning Instructional Methods 1. Independent Practice 2. Guided Practice 3. Introduction to New Material 4. Opening 5. Closing Session 5.2

38. What role does practice play in learning? Practice makes knowledge become long-lasting Practice makes a skill become automatic Repeated practice moves knowledge/skill from short-term working memory to long-term memory

39. How much should one practice?

40. One must practice beyond perfection (i.e., repeated perfect trials) to maintain or repeat perfection