Language Production & Cooperative Learning Session 7

1. Language Production & Cooperative LearningSession 7 Enriching Immersion Education: Tips for your Teacher Toolbox Glendale Spanish Immersion Elementary School Nashville, TN August 4-5, 2010

2. Development of Oral Language Production • Immersion students need to have time for longer conversation in order to develop the language (Genesse as cited in Punchard, 2002).

3. Development of Oral Language Production • Purposeful and meaningful student talk “A traditional teacher-led question-answer session, such as that frequently found in the classrooms, will not create frequent opportunities for sustained language used, and by extension continuous language development” (Punchard, 2002, p. 2).

4. Development of Oral Language Production • Activities that enhance student communication and language use: student-centered and structured. • Promote risk taking and increase motivation.

5. Development of Oral Language Production • Pair and cooperative learning grouping which has been carefully constructed to promote vocabulary use, content area concepts, and other language structures. • Expectation: use of Immersion language

6. Oral Language Production Activities Primary Grades Punchard, Isabelle (2002) Pair Activities • Back-to-Back Info Gap • Sequencing Activity • Runners and Writers

7. Oral Language Production Activities Upper Elementary Grades • Reconstruct Text • Poem Completion • Story Sequencing

8. Research “Type of task has a measurable effect on first and second language use, providing evidence that when the goal of the task includes focusing on the L2, as well as the content, children use the L2 to a greater extent.” (Conclusions section, 3) CARLA Study

9. Cooperative Learning A group of students at different skill levels who work together in the understanding of a topic or theme. Each member has a role and an understanding of the importance of being part of a team.

10. Cooperative Learning Elements • Positive Interdependence • Face-to-Face Interaction • Individual and Group accountability • Interpersonal & Small-Group Skills • Group processing (Kagan Publishing & Professional Development).

11. Groups based on Heterogeneous abilities Small teams: 3 or 4 members. Used consistently. Do not overuse (at least once a week). Well structure tasks. Cooperative Learning Tips

12. Jigsaw Think-Pair-Share Three Step Interview RoundRobin Brainstorming Three-minute review Partners Numbered Heads Together Team Pair Solo Cooperative Learning Activities

13. Model Lesson Activities Sra. McBride • Dramatic story-telling (weather example) • Shapes on the back activity • Learning mats for number shapes, etc. Sra. Nuñez & Sra. Ramos • FLIP video • Student plays

14. Social Language in Immersion Professional Learning Community • Assess students’ needs • Benchmark: pre-assessment • Create Goal • Mini-lessons/Model videos • Post-assessment • Reflection/next step

15. Teacher Resources • http://carla.acad.umn.edu/ • http://www.carla.umn.edu/immersion/broner.html (research on L2 use: three 5th grade students) • http://carla.acad.umn.edu/assessment/VAC/resources/index.html (Resources for content area, assessments, language proficiency, etc.) • http://carla.acad.umn.edu/cobaltt/lessonplans/search.html Content based instruction -CBI- integrating language (some technology) with units and lessons in SPANISH.

16. Online Resource Check

17. Questions?

18. Toolbox Time

19. Bibliography • Punchard, Isabelle. (November, 2002). Improving Immersion students proficiency by fostering the use of extensive discourse. ACIE Newsletter-The Bridge-, 1-8. • Cooperative Learning: • Dr. Kagan, Spencer. Kagan Publishing & Professional Development http://edtech.kennesaw.edu/intech/cooperativelearning.htm • http://alumni.media.mit.edu/~andyd/mindset/design/ clc_rsch.html