Setting Objectives and
Providing Feedback
Chapter 3 – Hill & Flynn
Setting Objectives
▪ Focus Learning and focus teaching

▪ NCLB
▪ How can we, as teachers, develop the language proficiency...
Four Reasons for Combining Language
Objectives with Content Objectives
▪ Development from study of areas of interest

▪ Mo...
Sheltered Instruction
▪ Content based instruction

▪ Devices and procedures:
▪ Manipulatives, realia, visuals, kinesthetic...
Language functions in the classroom
Agreeing and Disagreeing

Apologizing

Asking for assistance

Asking for permission

C...
Classroom Example
▪ Subject:

Science

▪ Content Objective: To understand the sequential pattern of an
experiment and how ...
Another Classroom Example
▪ Subject:

Math

▪ Content Objective: To comprehend the differences between two or
more polygon...
Identifying Vocabulary and Key Concepts
▪ Another way to set language objectives

▪ Close the gap
▪ Learning processes
Generalizations on Setting Objectives

Focus

Broad

Personalize
Classroom Example
▪ Subject:

Social Studies

▪ Content Objective: To help students understand that making choices
can be ...
Language Structure and Objectives by
Stages of 2nd Language Acquisition
▪ Preproduction

▪ Early Production
▪ Speech Emerg...
Providing Feedback
▪ Comprehensible, useful, and relevant

▪ Modeling correct grammar versus overemphasizing grammar
▪ Ref...
Four Generalizations for Providing
Feedback
▪ Corrective

▪ Timely
▪ Criterion-referenced
▪ Self-evaluation
Classroom Recommendations
▪ Rubrics for declarative knowledge or procedural knowledge

▪ Jointly constructed rubrics
▪ Fee...
Feedback by Stages of 2nd Language
Acquisition
Nonlinguistic
Representations
Chapter 4 – Hill & Flynn
Knowledge is stored in two ways:
Suggestions for NL Representation
▪ Realia

▪ Conduct Demonstrations
▪ Use video and audio
▪ Hands-on
Generalizations from Classroom
Instruction that Works
▪ Variety of activities can help students to formulate NL representa...
Classroom Recommendations
Graphic
Organizers

Kinesthetic
Activities

Physical
Models

Symbols

Mental
Pictures
Classroom Example – Graphic Organizer
▪ Subject:

Education

▪ Content Objective: How to teach ELL students using graphic
...
Accomodation
EL FIN
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Teaching ELL Presentation

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Transcript of "Teaching ELL Presentation"

  1. 1. Setting Objectives and Providing Feedback Chapter 3 – Hill & Flynn
  2. 2. Setting Objectives ▪ Focus Learning and focus teaching ▪ NCLB ▪ How can we, as teachers, develop the language proficiency of ELLs while at the same time deliver content instruction?
  3. 3. Four Reasons for Combining Language Objectives with Content Objectives ▪ Development from study of areas of interest ▪ Motivation ▪ Activate and +1 prior knowledge ▪ Authentic contexts
  4. 4. Sheltered Instruction ▪ Content based instruction ▪ Devices and procedures: ▪ Manipulatives, realia, visuals, kinesthetic, facial expressions, gestures, eye contact, short sentences, high-frequency vocabulary, reduction of idiomatic expressions, personalized language, synonyms, preview ▪ (SIOP) – Sheltered Instruction Observation Protocol
  5. 5. Language functions in the classroom Agreeing and Disagreeing Apologizing Asking for assistance Asking for permission Classifying Commanding Comparing Criticizing Denying Describing Questioning Evaluating Explaining Expressing Likes/Dislikes Expressing obligation Expressing position Hypothesizing Identifying Inferring Planning and predicting Refusing Reporting Sequencing Suggesting Warning Wishing and hoping
  6. 6. Classroom Example ▪ Subject: Science ▪ Content Objective: To understand the sequential pattern of an experiment and how one step affects another. ▪ Needed Language Function? ▪ Explain the steps of a science experiment ▪ Language Objective? ▪ Sequence – using if-then statements
  7. 7. Another Classroom Example ▪ Subject: Math ▪ Content Objective: To comprehend the differences between two or more polygons. ▪ Needed language function? ▪ Classifying ▪ Language Objective? ▪ Using greater than, similar, equal to, in order to classify polygons
  8. 8. Identifying Vocabulary and Key Concepts ▪ Another way to set language objectives ▪ Close the gap ▪ Learning processes
  9. 9. Generalizations on Setting Objectives Focus Broad Personalize
  10. 10. Classroom Example ▪ Subject: Social Studies ▪ Content Objective: To help students understand that making choices can be difficult because it often involves trade-offs. ▪ Scenario: Students are going on a camping trip and they have $120 to spend on supplies. Students will need to make a list of supplies they will buy, how much they cost, and the reason they chose those supplies. ▪ Assessment: Initiate class discussion about the choices that they made. Which items were most commonly chosen? Which items were the least popular? What factors influenced their decision?
  11. 11. Language Structure and Objectives by Stages of 2nd Language Acquisition ▪ Preproduction ▪ Early Production ▪ Speech Emergence ▪ Intermediate and Advanced Fluency
  12. 12. Providing Feedback ▪ Comprehensible, useful, and relevant ▪ Modeling correct grammar versus overemphasizing grammar ▪ Reformulation ▪ Avoids fossilizaton
  13. 13. Four Generalizations for Providing Feedback ▪ Corrective ▪ Timely ▪ Criterion-referenced ▪ Self-evaluation
  14. 14. Classroom Recommendations ▪ Rubrics for declarative knowledge or procedural knowledge ▪ Jointly constructed rubrics ▪ Feedback on written language ▪ Student led
  15. 15. Feedback by Stages of 2nd Language Acquisition
  16. 16. Nonlinguistic Representations Chapter 4 – Hill & Flynn
  17. 17. Knowledge is stored in two ways:
  18. 18. Suggestions for NL Representation ▪ Realia ▪ Conduct Demonstrations ▪ Use video and audio ▪ Hands-on
  19. 19. Generalizations from Classroom Instruction that Works ▪ Variety of activities can help students to formulate NL representations ▪ NL representations elaborate on knowledge ▪ Social Studies Example
  20. 20. Classroom Recommendations Graphic Organizers Kinesthetic Activities Physical Models Symbols Mental Pictures
  21. 21. Classroom Example – Graphic Organizer ▪ Subject: Education ▪ Content Objective: How to teach ELL students using graphic organizers ▪ The class receives a short lecture on the importance and use of nonlinguistic representations and then creates a graphic organizer on the information they received. ▪ The graphic organizer combines linguistic information with nonlinguistic information.
  22. 22. Accomodation
  23. 23. EL FIN
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