SHELTERED INSTRUCTION Part II

1. SHELTERED INSTRUCTION Part II Pilar Moreno-Recio Executive Director of Bilingual/ESL Education ECISD

2. DAY TWO AGENDA • 8:00-11:30 TRAINING 10:00-10:15Break • 11:30-1:00 LUNCH BREAK • 1:00-4:00 TRAINING 2:00-2:15 Break

3. Training Objectives Content Objectives: At the end of this two-day training . . . You will have an awareness of some challenges ELLs, as well as other low-performing students, and teachers of ELLs face in the classroom. You will become cognizant of some strategies for overcoming these challenges. Language Objectives: During this two-day training . . . You will interact with your fellow teachers demonstrating your new understanding of terms associated with second language acquisition and sheltered instruction.

4. Whereare we going . . . today? -Comprehensible Input -Strategies -Interaction -Practice/Application -Lesson Delivery -Review and Assessment

5. Comprehensible Input 1. Speech Appropriate for Students’ Proficiency Levels 2. Clear Explanation of Academic Tasks 3. A Variety to Techniques Used to Make Content Concepts Clear

6. CONTENT OBJECTIVE:In this section, you will review various ways to model and provide directions for academic tasks. LANGUAGE OBJECTIVE: In this section, you will share examples of the differentiation in speech with your peers.

7. In which class would you rather be???? Teacher A: or Teacher B:

8. Les Parties du Corps Content Objective: Identifier les parties du corps. Language Objective: Dire et tire les parties du corps.

9. Les Parties du Corps La bouche

10. Les Parties du Corps Les yeux

11. Les Parties du Corps Les oreilles

12. Les Parties du Corps Le nez

13. Tirez les parties du corps que vous voulez.

14. 1. Speech Appropriate for Students’ Proficiency Levels This feature refers to . . . 1. Rate and enunciation – or HOW the teacher speaks 2. Complexity of speech – or WHAT is said

15. 1. Speech Appropriate for Students’ Proficiency Levels: Rate of Speech As you turn to your partner and express that it is a cold day, think about the different needs of . . . 1. A Beginner - “Cold day.” vs. 2. An Advanced student - “It is a cold, winter day and it is snowing more heavily than usual.”

16. 1. Speech Appropriate for Students’ Proficiency Levels: Complexity Something to think about. . . 1. Idioms 2. Paraphrasing and Repetition 3. Cognates 4. Simple sentence structures: (subject – verb- object)

17. 2. Clear Explanation of Academic Tasks PLEASE EMPLOY THE “GRADUAL RELEASE MODEL” HERE!!!!!!

18. 3. A Variety to Techniques Used to Make Content Concepts Clear: Examples Use gestures, body language, pictures, and objects to accompany speech. Provide a model of a process, task, or assignment. Preview material for optimal learning. Allow alternative forms for expressing their understanding of information and concepts.

19. 3. A Variety to Techniques Used to Make Content Concepts Clear “Although it might be impossible for teachers to present a variety of interesting hands-on lessons that include visuals to illustrate every concept and idea in the curriculum each period of every day, there does need to be sufficient planning to incorporate such techniques and activities throughout the week’s lessons.” -Echevarria, Vogt, & Short (2008)

20. 3. A Variety to Techniques Used to Make Content Concepts Clear: Examples . . . continued Use multimedia and other technologies in lessons. Provide repeated exposures to words, concepts, and skills. Use sentence strips. Use graphic organizers effectively.

22. Video ClipComprehensible Input

23. CONTENT OBJECTIVE:In this section, you will review various ways to model and provide directions for academic tasks. LANGUAGE OBJECTIVE: In this section, you will share examples of the differentiation in speech with your peers.

24. Comprehensible Input 1. Speech Appropriate for Students’ Proficiency Levels 2. Clear Explanation of Academic Tasks 3. A Variety to Techniques Used to Make Content Concepts Clear

25. Break

26. Where are we going . . . today? -Comprehensible Input -Strategies -Interaction -Practice/Application -Lesson Delivery -Review and Assessment

27. Strategies 1. Ample Opportunities Provided for Students to Use Learning Strategies 2. Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding 3. A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills

28. CONTENT OBJECTIVE:In this section, you will identify techniques for scaffolding verbal, procedural, and instructional understanding. LANGUAGE OBJECTIVE: In this section, you will classify language learning strategies to use with students.

29. 1. Ample Opportunities Provided for Students to Use Learning Strategies “Whatever strategies are emphasized, learned, and used, it is generally agreed that: • They should be taught through explicit instruction, careful modeling, and scaffolding (Duffy, 2002). • Learners need not only declarative knowledge (What is a strategy?) but they also need proceduralknowledge (How do I use it?), and conditionalknowledge (When and why do I use it?) (Lipson and Wixson (2008).

30. 1. Ample Opportunities Provided for Students to Use Learning Strategies Three types of learning strategies have been identified in the research literature. (O’Malley & Chamot, 1990): Metacognitive (purposefully monitoring our thinking) Cognitive (mentally and/or physically manipulate material, or apply a specific technique to a learning task) LEARNING STRATEGIES Social/Affective (people interacting with each other to clarify a confusing point or participating in a group discussion to solve a problem: cooperative learning)

31. Let’s try an activity . . . Three types of learning strategies Meta-cognitive Cognitive Social/affective

32. 2. Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding “SCAFFOLDING” – a term associated with Vygotsky’s (1978) notion of the Zone of Proximal Development (ZPD). It is the difference between what a child can accomplish alone and what he or she can accomplish with the assistance of a more experienced individual. OR “I + one”

33. 2. Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding: Examples • Paraphrasing • Using “think-alouds” • Reinforcing contextual definitions • Providing correcting pronunciation by repeating students’ responses • Slowing speech, increasing pauses, and speaking in phrases

34. 3. A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills Introducing . . . . BLOOM’S TAXONOMY,

35. 3. A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills Whichever taxonomy teachers choose to use for their lessons, it is important that they carefully plan higher-order questions prior to lesson delivery. It is just too difficult to think of higher-order questions “on your feet.”

36. Video Clip

37. CONTENT OBJECTIVE:In this section, you will identify techniques for scaffolding verbal, procedural, and instructional understanding. LANGUAGE OBJECTIVE: In this section, you will classify language learning strategies to use with students.

38. Strategies 1. Ample Opportunities Provided for Students to Use Learning Strategies 2. Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding 3. A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills

39. Where are we going . . . today? -Comprehensible Input -Strategies -Interaction -Practice/Application -Lesson Delivery -Review and Assessment

40. Break

41. Interaction 1. Frequent Opportunities for Interaction and Discussion 2. Grouping Configurations Support Language and Content Objectives of the Lesson 3. Sufficient Wait Time for Student Responses Consistently Provided 4. Ample Opportunity for Students to Clarify Key Concepts in L1

42. CONTENT OBJECTIVE:In this section, you will identify a variety of activities that promote interaction and incorporate into lesson plans. LANGUAGE OBJECTIVE: In this section, you will describe techniques to reduce the amount of teacher talk in a lesson and promote student elaboration of responses.

43. 1. Frequent Opportunities for Interaction and Discussion Learning is more effective when students have an opportunity to participate fully – discussing ideas and information. Effective teachers strive to provide a more balanced linguistic exchange between themselves and their students – ELL students need the practice in speaking! Interaction accesses the thought processes of another and solidifies one’s own thinking. Talking with others, either in pairs or small groups allows for oral rehearsal of learning.

44. 1. Frequent Opportunities for Interaction and Discussion Dialogue journals Technology Turn and talk Methods I use for Interaction are. . . Literaturecircles Pairs, triads Think-pair-share Jigsawreading debates Information Gap Activities

45. Inside/OutsideCircle(Interaction Activity) • A group will create an inside circle facing out. An outside circle will join facing the inside circle. • The person in the inside circle will start sharing for example, “One method I use for interaction is. . . “ The person in the outside circle shares too. When they both share, outside person ONLY moves clockwise to the next person in the inside circle . • You will take turns sharing your creative ideas you have used for interaction in your classroom. Be sure to explain how you used this activity to teach/reinforce a concept. One method I heard it is used for interaction is…

46. INTERACTION“Use it or lose it.” 1. Frequent Opportunities for Interaction and Discussion • Value Line: Do you prefer cats or dogs?” I prefer cats because…. I prefer _____.____ are better than ___because…. I do not like cats or dogs because… I like both cats and dogs because…

47. 2. Grouping Configurations Support Language and Content Objectives of the Lesson ALL students, including ELLs, benefit from instruction that frequently includes a variety of grouping configurations. It is recommended that at least 2 different grouping structures be used during a lesson.

48. 2. Grouping Configurations Support Language and Content Objectives of the Lesson Variety of Grouping Configurations Whole Class Partnering Flexible Small Groups Provide practice opportunities Develop classroom community Promote multiple perspectives Scaffold instruction Provide a shared experience for everyone Encourage collaboration Give assistance before independent practice

49. 3. Sufficient Wait Time for Student Responses Consistently Provided “WAIT TIME” – the length of time between utterances during an interaction In classroom settings, it refers to the length of time that teachers wait for students to respond before interrupting, answering a question themselves, or calling on someone else to participate.

50. 3. Sufficient Wait Time for Student Responses Consistently Provided TIPS: • Allow students to practice their answer with a partner before calling on them to speak out before the whole class. • Have more advanced students write down their responses while waiting, and then check their answers against the final answer.