Welcome MAT 2013-2014 Cohort

1. Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor

2. Key Points in Chapter Three • Standards-based Language Learning • Integration of modes of communication with meaningful content • Integration of • modes, • oral & printed cultural texts, and • content and language

3. Terms for Organizing Content and Planning for Instruction • Goal: • Aim or purpose of instruction stated in broad terms • Objective: also referred to as “outcome” • What the learner will be able to do with the language as a result of instruction • Framework: • State document that describes goals and standards to be met by language programs

4. Contemporary Paradigm for Instructional Planning • Objectives designed to show what students know and are able to do with the language • Interdisciplinary content and culture are at the core • Three modes of communication integrated into lesson design • Learner is more responsible • Teacher is facilitator • Textbook is a resource in a wide variety of materials & tools • Assessment is on-going

5. Brain-based Principles of Learning (Sousa, 2006) • Engages the entire person (cognitive, affective, kinesthetic) • The brain seeks patterns • Emotions affect learning, retention, recall • Past experiences affects new learning • Working memory has limited capacity • Lecture=lowest degree of retention • Rehearsal essential for retention • Practice (alone) does not make perfect • Each brain is unique!

6. Bloom’s Taxonomy of Thinking (1950s, 2001) • Levels are organized according to complexity of human thought and serves as a model for promoting higher-order thinking. • It served as an early model for designing instructional objectives and curricula. • Lower levels Higher levels • Remember Analyze • Understand Evaluate • Apply Create

7. Planning a Lesson • Requirements: • Maximum use of TL • Meaningful teacher feedback • Integration of oral and printed authentic texts • Identification of interesting and pertinent content

8. Input and Feedback • Lexical chaining—most prevalent type of input • Simple syntax and multiple rephrasing; little topic development and no foundation for meaningful discussion • IRE—most common form of teacher feedback • Teacher Initiates an assertion or asks a question • Student Responds • Teacher Evaluates with simple phrase or asks the same question to another student • IRF—preferred type of teacher feedback • Teacher initiates, responds, but provides Feedback to encourage thinking and higher levels of performance

9. Authentic Oral & Printed Texts • Select texts that reflect natural language use and bring content and interest to learning tasks • Oller’s Episode Hypothesis • Text should be motivating and structured episodically so that it is easy to reproduce, understand, and recall (1983) • Carrell (1984) • Readers comprehend text more easily when it is organized with a problem and solution • Authentic Texts • produced by members of a language and culture group for members of the same language and culture group

10. Integrating Language & Content • Curtain and Dahlberg (2010) • Content-based instruction (CBI)—teacher responsible for teaching a part of the content (such as history) in the TL • Content-related instruction— teachers uses concepts or topics from regular curriculum in the language classroom • CBI used widely in FLES and ESL programs at the early levels of language learning; promotes L2 proficiency • CoBaLTT http://www.carla.umn.edu/cobaltt/modules/standards/index.html

11. Integrating Language & Content • Factors to consider • Content area skills & concepts that can interrelate most effectively with the language goals • Language competencies need to work with content • Cognitive skills necessary to perform the tasks in the lesson • Potential for integration with cultural concepts and goals (Curtain & Dahlberg, 2010)

12. Backward Design Model • Wiggins & McTighe, 2005 • Top-down approach • Identify “understandings” that Ss will develop • Identify “essential questions” that Ss will answer at the end of instruction • Plan around “big ideas”—concepts, themes, issues • Three stages • Identify desired results (goal) • Determine acceptable evidence (assessment) • Plan learning experiences and instruction (planning)

13. Thematic Unit Planning • A series of related lessons around a topic, a particular context, or a particular subject-content theme • Identify goal areas (5Cs) and state frameworks • Determine theme or context of unit • Describe what Ss will be able to do at the end of the unit (objectives) • Design performance assessments for Ss to demonstrate what they have achieved • Identify key elements from ACTFL performance guidelines for learners to demonstrate achievement • Select and design appropriate instructional strategies to teach lesson in unit • Identify appropriate resources to support unit theme and instruction

14. Daily Lesson Plan • Keep in mind the principles of brain-based research and Bloom’s Taxonomy • Objectives are • measurable and describe what Ss will be able to do in TL • Stage One • Identify desired results by describing “big idea” and what Ss will be able to do by the lesson’s end—who are your learners? • Stage Two • Identify type of evidence that will confirm Ss have produced desired results • Stage Three • Outline the sequences of teaching and learning • Anticipatory set that may include Advanced Organizers • Teacher input • Guided practice • Individual practice • Informal assessments • Closure