2. Standards consist of:
Content standards: what students should know/
learn
Benchmarks: what skills/knowledge are expected
to be gained
Performance standards: progress indicators
that show whether the requirements have been met
3. A purposeful and meaningful context that
establishes not only what but also why
students must learn the content (framed with
standards)
Creates high expectations for all students and
motivation for the teacher
The standards for the grade-level are aligned
with the English language standards
4. Familiarize yourselves with standards of level
and subject & align them with your TESOL
standards
Let’s see what standards-based classrooms look
like
http://www.ciclt.net/ul/garesa/Pic%20webpage.h
(We will be able to look at one of them in the
class. You can check the others later.)
5. TESOL STANDARDS
TESOL standards do not replace state
curriculum
standards. Rather they are to be used
alongside your other standards
- Based on content standards
- Focus on all 4 skills: listening, speaking, writing
and reading
- Tested via sample performance indicators
7. The higher level the higher & more complex
linguistic expectations from students
Facilitate English acquisition for various
purposes
Conceptualize grade-appropriate curriculum &
assessment
8. Inquiry and problem solving
Collaborative learning
Continual assessment embedded in instruction
Higher-order questioning
9. One of the cornerstones inherent in the TESOL
standards
Teachers acknowledge, respect, accommodate
and build upon student differences to facilitate
optimal growth for all
Students’ strength and preferences for
processing information are considered
10. Ongoing assessment to prepare the students
for learning
Mutual respect and caring is promoted
Differentiated instruction calls for variety and
flexibility in classroom, learning materials and
grouping
Emphasis on individual differences
11. Before instruction: check prior knowledge
During instruction: check student
understanding, student needs
After instruction: assess student understanding
and explain next steps for teaching
Specially Designed Academic Instruction in
English (SDAIE) is a type of differentiated
instruction
12. Using the target language as a medium of
instruction to teach language and content
simultaneously.
The idea behind CBI is to relate the language
learning experience to a meaningful subject.
Examples of CBI: French immersion programs
in Canada, university level language classes
13. Promotes SLA and oral – written academic
skills
Modified teacher language
Instructional language is used as
“comprehensible input” by pairing visuals to
convey the meaning
Explicit instruction for an excellence in skills
acquisition
Content-oriented tasks are encouraged in
student group activities
14. CBI supports ELLs achievement of TESOL
standards by
- integrating language & content learning
- addressing language domains of listening,
reading, speaking and writing
- Providing support for various English language
proficiency levels
15.
16. Goal of SDAIE is to help the ELLs succeed in
school
Content with target language + special
modifications based on student needs
17. Goals and objectives
Grade appropriate content learning
Content objectives: grade appropriate, not watered down
English language & literacy development
Set language objectives
Positive social/affective adjustment
promote the self-esteem and social
development
18. Things to be considered:
How can I combine these two in my lesson plan?
Considering the prior knowledge: sheltering
Considering the individual differences and
strengths and modifying the teaching:
differentiating
Student &
Diversity
Curriculu
m content
19. Two objectives to be considered
Content objectives: curriculum, cognitively and
grade-level appropriate materials
Language objectives: ELPS standards based
on the student proficiency level (state).
E.g. for lower level Ss comprehension-based
tasks but for higher level Ss production-based
tasks
20. Grouping is important for SDAIE because
Provides receptive and productive language
learning opportunities
Learners can fine tune the input
Learners can help each other
Language used will be content embedded and
meaningful
Social and academic language development
21.
22. Themes/topics used to organize curriculum content
Advantages:
Suitable for any content or grade level
Creates meaningful conceptual framework
Increases students’ motivation and involvement
Promotes social and academic language development
23. Six criteria for organizing thematic instruction to
promote language development, critical thinking,
interdependence for ELL
1. Meaning and Purpose
2. Building Prior Knowledge
3. Integrated Opportunities to Use Oral and Written
Language for Learning Purposes
4. Scaffolding for Support
5. Collaboration
6. Variety
24. Stages of developing thematic instruction
Choosing the topic or theme
Sources to choose topics can be curriculum
guidelines, teacher’s own interests, students’
interests
Brainstorming ideas related to the theme
Cluster or word web
What students know vs. What they
wonder about
25. Scaffolding
-Support the students whose language proficiency is
limited
Collaboration
-Students work together on theme-related projects
Variety
- Variety permeates learning processes
26.
27. What is assessment
Formal assessment
Standardized tests
Informal assessment
Teacher made test
Validity: what you like to assess and whether it is
reflected to assessment tool
Reliability: whether we get similar results with the
same test
28. What is performance as assessment?
Portfolio assessment?
Identification and placement of students
needing language education support
Home language survey
Oral/written English proficiency test
29. Limitations of standardized language
proficiency tests
Score based on a single performance
The effect of non-linguistic variables
Affective factors
Different tests produce different results
30. Authentic assessment or classroom based
assessment
Guidelines
Planning systematic classroom-based assessment
Portfolios and working folders
