Effective Instructional Practices Day 2

1. Effective Instructional PracticesDay 2 Elementary AN Center Institute Summer 2014

2. Review From Day 1 Yesterday we discussed the following: • AN Student Data • Culturally and Linguistically Responsive Classrooms • Standards & PARCC • Long-term Planning Today we will discuss the following: • Content Language Objectives • Effective Instructional Practices

3. Goals: AN Teachers will

4. Goals: AN Teachers will

5. Success Our essential goal is that by the end of our three days together, you will have additional knowledge and tools that will help you to implement effective instruction, to meet the learning needs of your students and enable them to make academic growth.

6. Parking Lot Questions and Thoughts • Discussion of questions posed yesterday • Discussion of thoughts shared by participants yesterday. • Participant questions, thoughts and comments that came up after the session yesterday.

7. Agenda: Day 2 Planning for Instruction

8. Sharing • We finished yesterday by having you find a unit that you can use with your students at the beginning of the school year. • Rotations: 5 minutes each for each participant to share • Find 2 other participants and a support partner to share your unit with. • Please share any general comments about the unit(s) you reviewed through the parking lot. We will take time after lunch to discuss these.

9. Agenda: Day 2 Planning for Instruction

10. Standards-based Content Language Objectives • LEAP Framework • Masterful Content Delivery • I.1 Clearly communicates the standards-based content-language objective(s) for the lesson, connecting to larger rationale. • I.3 Intentionally uses instructional methods and pacing to teach the content-language objective.

11. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

12. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

13. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

14. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

15. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

16. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

17. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

18. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

19. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

20. Content Learning ObjectivesFramework Indicator: IL1 http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf

21. Content Learning Objectives Turn and Talk- • Did your unit contain a CLO? What was it? • How might you have to differentiate this CLO for your students? • Write a new CLOs that you can use in our classroom at the beginning of the year. • CLO planning template- see wiki space • Feel free to partner with someone to help each other develop these CLOs

22. Classrooms in Action • Videos of effective practice • Search for Classrooms in Action • Watch 4 different I.1 & I.3 (CLO) videos • Find a partner and discuss: • What did you notice? • What was your take-away from watching these videos?

24. Agenda: Day 2 Planning for Instruction

25. Journeys

26. What is ELD?

27. Denver Public Schools-Standards Tool Kit http://standardstoolkit.dpsk12.org/5-eld/

28. BICS ( Basic interpersonal communications skills) Conversational language Can develop fluency in conversational language within two to five years CALP (Cognitive Academic Language Proficiency) Language necessary to function academically in a second language Can develop fluency, later than BICS, approximately five to seven years or more. UNDERSTANDING THE DIFFERENCE BETWEEN BICS AND CALP (CUMMINS)

29. Krashen’s Stages of Second Language Acquisition Theory: Activity

30. Krashen’s Stages of Second Language Acquisition Theory: An Overview

31. Scientifically Based Instruction Models and Strategies for ELL’s. • While an in depth discussion on the topics below is too wide of a scope for this presentation, a school specialist should be familiar with: • Guiding principles for teaching EL students • SIOP Model • ELD

32. Guiding Principles for Teaching ELL students based on Second Language Acquisition Theory • Increase Interaction: Provide opportunities for EL students to use language in communication so that they can “negotiate meaning” from real-life situations, through cooperative learning, study buddies, project-based learning, one to one, teacher student interactions.

33. Guiding Principles for Teaching ELL students based on Second Language Acquisition Theory • Use Student’s Native Language to increase comprehensibility: This strategy is research based. This could be a general method or it could be used as part of any other strategy.

34. Guiding Principles for Teaching ELL students based on Second Language Acquisition Theory • Increase Thinking/Study Skills: Strategies to develop more advanced, higher order thinking skills as a student’s proficiency increases. Strategies include asking students higher order thinking questions (ex. What would happen if ….?), modeling “thinking language” by thinking aloud, reinforcing study skills and test-taking skills and holding high expectations for all students.

35. Comprehensible Input • Speech appropriate for students’ proficiency level (ex. Slower rate, careful enunciation, and simple sentence structures for beginners). • Clear explanation of academic tasks • Make content concepts clear (ex. Modeling, visuals, hands-on activities, demonstrations, gestures, body language). Source: Echevarria, J., Vogt, M.E. & Short, D. (2000) Making content comprehensible for English Language Learners: The SIOP model. Using the SIOP Model. 2001. Center for Applied Linguistics.

36. Scientifically Based Instruction Models and Strategies for ELL’s: The SIOP Model • Sheltered Instruction Observation Protocol (SIOP) • Researched Based Instruction that can be used at all Tiers with EL students • It is a model that focuses on how to teach ELsas opposed to what to teach. It is a framework that teachers can use to provide instruction to their EL students. • Incorporates Sheltered English Instruction Strategies.

37. English Language Development • One Study ( Gersten et. Al., 2006 ) Students outperformed comparison groups when interventions included language support activities to develop oral language, on various reading measures.

38. DPS ELD Standards Toolkit-Activity • http://standardstoolkit.dpsk12.org/5-eld/ • Go to the link. • Each table will be assigned a section (5a,b,c,d,e) • Go into your section; explore the content and resources. • Write down 5 finds that you think would be helpful for your instruction AN Classrooms. • Be prepared to present to the larger group.

39. Cognitive and Language Demand Adapted from Cummins, J. 1984 Context Embedded Oral Lecture with manipulatives and demonstration Engaging in a social conversation with a peer Answering Comprehension questions in Mixed proficiency cooperative groups Cognitively Undemanding Cognitively Demanding Oral Lecture Engaging in a phone conversation Reading and answering comprehension questions Context Reduced

40. Lunch Break Return by _______

41. How about emotions?

42. Affective Filters ( Krashen, 1981) • “Performers of high or strong filters will acquire less of the language directed at them, as less input is “allowed in” to the language acquisition devise” ( Krashen, 1981). • The higher the filters the more difficult to learn a second language. • Filters could be a result of individual, environmental, and socio-political factors.

43. STRESS/ANXIETY • Stress related to adjustment to a new culture/language/ school/people, etc. • Stress/anxiety related to speaking in front of others and academically performing in a second language

44. Fatigue • Processing, understanding, and learning in a second language can lead to extreme fatigue. Fatigue could affect overall rate of learning, especially in the early stages of Second Language Acquisition

45. Attention and Concentration • A student who is learning a new language and new culture, especially in the early stages, are being overloaded with stimuli. This can cause temporary distractibility and concentration difficulties due to system overload.

46. Attention and Concentration • At times ELL students appear to have attention and concentration difficulties in the classroom because the instruction is presented in a second language with minimal Comprehensible input. The student tunes out as a way to cope with the situation. They also may be fatigued which could also impact attention and concentration.

47. Academic Risk Taking • Students who typically are academic risk takers may tend to have a faster rate of learning a second language since it may lead to increased practice of the second language in the academic setting. They have more opportunity for trial and error learning.

48. Home and School Environment Variables • Support from Home and School Environment to learn second language. • Messages received from school environment about first language. • Opportunities to practice oral and academic language in L1 and/or L2 in both settings.

49. Classroom Design Cultural and Linguistic Lens

50. Quiet Reflection • What is my vision for creating a culturally and linguistically compatible classroom so that all children can and will learn? • What do I know and how do I find out more about my students and their previous learning experiences? • How much knowledge do I have and how much do I need to learn about various cultures and their implications for learning?