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2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
2011 TESOL Skillset for Multilevel Instruction (Colloquium)
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2011 TESOL Skillset for Multilevel Instruction (Colloquium)

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Presentation from panel discussion at TESOL 2011. Teachers can learn what skillset they can develop to better equip them to handle multilevel adult ESL classes.

Presentation from panel discussion at TESOL 2011. Teachers can learn what skillset they can develop to better equip them to handle multilevel adult ESL classes.

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  • Showing who will speak about what
  • Let’s look at some key organizing skills a multilevel teacher may want to focus on…
  • What are the themes that you see here? When you select a theme that is high interest, often Ss with less ability become very engaged with the topic and risk using their language skills more.
  • Intro to skill 2 slide
  • Intro to skill 3 slide
  • ¼ minute
  • ¼ minute
  • [
  • I
  • Transcript

    • 1. A PANEL DISCUSSION TESOL 2011 Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Organizing Instruction Building Community/Collaboration SKILLS
    • 2. Introductions: Panelists
      • • Sylvia Ramirez
      • MiraCosta College
      • • Rob Jenkins
      • Santa Ana College School of Continuing Education
      • • Jayme Adelson-Goldstein
      • Lighthearted Learning
      • • Donna Moss
      • Arlington Education and Employment Program (REEP)
      • • Lynn Savage
      • City College of San Francisco (Retired)
    • 3. Getting to Know You
      • Your role:
      • • teacher
      • • coordinator
      • • administrator
      • • a combination
    • 4. Getting to Know You
      • Your students:
      • • adult
      • • secondary
      • • intensive programs
      • • other
    • 5. Monitoring and Assessing Progress Using Materials and Technology Organizing Instruction IN THE MULTILEVEL CLASSROOM By the end of our session you will be able to identify strategies for: Targeting Instruction to Different Proficiency Level s Building Community/Collaboration
    • 6. M u L t i l e v e l Concepts
      • Level-specific: “Every class is a multilevel class”
      • Non level-specific: “One-room school house”
      • Thematic approach
      • Whole class opening and closing activities
      • Breakout time for level-specific groups
      • Breakout time for mixed-level groups
    • 7. Multilevel Classes: An Opportunity for Learners
      • • Less proficient have an opportunity to interact with more proficient.
      • • More proficient benefit by using their English skills to help less proficient.
      • • Students learn to work together across differences.
      • • Students develop learning communities in which they learn from each other’s strengths.
      • - from “Promoting Success of Multilevel ESL Classes: What Teachers and Administrators Can Do” CAELA Brief April 2006
    • 8. Single-Level ESOL Classes Multilevel ESOL Classes
      • Goal Setting
      • Learner-Centered
      • Task-Based
      • Cooperative Groups
      • Contextualized Learning
      • Assessment of Learning Outcomes
    • 9.
      • Broad spectrum of proficiencies
      • Distinct levels within the class
      • Different curriculum/material for different levels
      • Lesson plans and assessments that address these issues
      Single-Level ESOL Classes Multilevel ESOL Classes
      • Goal Setting
      • Learner-Centered
      • Task-Based
      • Cooperative Groups
      • Contextualized Learning
      • Assessment of Learning Outcomes
    • 10. Targeting Instruction to Different Proficiency Levels (Jayme) Monitoring and Assessing Progress (Lynn) Using Materials and Technology (Donna) Organizing Instruction (Sylvia) Building Community/Collaboration (Rob) SKILLS
    • 11. Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration Organizing Instruction
    • 12. Systemize lessons and materials Seek Support (Administration, colleagues, technology, students) Pace lesson activities appropriately Skills we need to Organize Instruction
    • 13. Thinking of Multilevel instruction…
    • 14. And reimagining it as an orchestra…
    • 15. And thinking about…YOU
    • 16.  
    • 17. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Systemizing
    • 18. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Systemizing
    • 19. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Systemizing
    • 20. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Systemizing
    • 21. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Systemizing
    • 22. Plan lessons around a single theme or topic Systemizing
    • 23. Identify types of housing available for rent Interpret classified ads for local apartments Calculate monthly housing costs in order to make a housing choice. Systemizing
    • 24. Students will be able to… Systemizing
    • 25. Systemizing
    • 26. Systemizing
    • 27.
      • Peer Dictation
      • Surveys
      • Interviews
      Systemizing
    • 28.
      • Peer Dictation
      • Surveys
      • Interviews
      Systemizing
    • 29.  
    • 30. Pacing
    • 31. Pacing
    • 32. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Pacing
    • 33. We ’ ll come back together in: 20 min. Pacing
    • 34.  
    • 35. Support
    • 36.
      • Materials with answer keys
      • Predictable structure of materials
      • Clear delineation of group tasks
      • Audio programs
      Support
    • 37. ✔ Agency or Regional ML networks ✔ Newsletters and Blogs ✔ Regional TESOL Listservs ✔ Social Networks Support
    • 38. Organizing Instruction Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration
    • 39. Reduce Level Stigma Delegate Classroom Responsibilities Employ Cooperative Learning Techniques Create a Learner-Centered Environment Skills needed to Build Community/Collaboration
    • 40.  
    • 41. Student-centered instruction emphasizes [….] building on learners’ experiences and strengths while also teaching them how to use specific learning strategies to accomplish their goals. -CAELA brief on Evidence-Based, Student-Centered Instruction April 2010
    • 42. We’re in it together…
    • 43. Learner-Centered Instruction
    • 44. “ I want the paper for the other group.” - student in adult ML ESL class
    • 45.
      • Identify similarities and common goals and needs among all students.
      • Do whole class activities and presentations.
      • Avoid always resorting to mentor/mentee relationships for cross-ability activities.
      Reduce Level Stigma
    • 46.
      • Use colored folders or colored cards instead of labeling levels.
      • Identify and address student needs in all skill levels.
      Reduce Level Stigma
    • 47. “ When we engage our students in cooperative learning, they are developing cooperative skills.” David Johnson & Roger Johnson
    • 48.
        • Active Listening
        • Paraphrasing
        • Checking for Understanding
        • Resolving Conflicts
        • Building Consensus
        • Expressing Appreciation
      Cooperative Learning
    • 49.
        • “ positive interdependence”
        • “ individual accountability”
      • David Johnson & Roger Johnson
    • 50.
        • Have a common goal
        • Shared Resources
        • Rewards
      Cooperative Learning
    • 51.
        • Quiet Signal
        • Time Limits
        • Numbered Heads
        • Students Police Themselves
        • Classroom Tasks/Teams
      Cooperative Learning
    • 52.
        • Roles
          • Specific to task or …
          • Facilitator
          • Time Keeper
          • Recorder
          • Questioner
          • Reporter
          • Others
      Cooperative Learning
    • 53. “ Classroom jobs build community.  Students feel that they have a responsibility in the class. Every instructor has tasks she can delegate to students who then negotiate on who will do the job that day.  These teams suit the open entry adult classroom well .     - Donna Price
    • 54.
      • M eeting
      • Greeting
      • Teaching
      • Doing Tasks
      • Mentoring
      • Leading Groups
      • Other Responsibilities Delegating
    • 55. Organizing Instruction Organizing Instruction Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration Targeting Instruction to Different Proficiency Levels
    • 56. Higher-Level Learners Mid-level Learners Lower-level learners Targeting Instruction to Different Proficiency Levels
    • 57. Lower-level learners Lower-level LEARNERS WILL BE ABLE TO… Higher-level Mid-Level Low-Level: Identify jobs in the community Mid-Level: Inquire about job opportunities in the community (and request a job application) HL: “Sell” themselves to a potential employer in a face-to-face meeting
    • 58. Lower-level learners Lower-level LEARNERS WILL BE ABLE TO… Higher-level Mid-Level Identify jobs in the community Inquire about job opportunities in the community (and request a job application) “ Sell” themselves to a potential employer in a face-to-face meeting
    • 59. Level teacher-to-student communication Level student-to-student communication Develop a repertoire of “leveling strategies” SKILLS WE NEED TO TARGET INSTRUCTION
    • 60.  
    • 61. Teacher-to Student Leveled Instruction
    • 62. OUR GROUP
    • 63.
      • Help student learn how to use different expressions and non-verbal behaviors to…
      • Agree
      • Disagree
      • Manage their time
      • Stay on task
      • Interrupt
      • Encourage,
      • etc .
      When you want to interrupt someone what do you…. Do Say Errr… Excuse me… May I add something? Hold on… Raise your hand at 45° angle Lift your index finger Lean forward Raise your hand, palm forward Leveling Student to Student Interaction
    • 64. Assembler Facilitator Recorder Timekeeper There’s a bank. Right? There’s a bank. Got it! Yes. I do. And 3 more minutes… Do we all agree? Leveling Student to Student Interaction
    • 65.  
    • 66. Listening Tasks Lower-level: starting/ending details, dates, names, numbers, etc. Mid-level: general details throughout the passage Higher-level: summarize, make inferences Leveling Strategies And then he said… What? What?!!
    • 67. Speaking Tasks: from Q&A to conversation • Add visual support to mixers to help lower-level learners participate • Look for pattern dialogs that… … lend themselves to editing … can be the launching point for a roleplay Leveling Strategies
    • 68.
      • Reading Tasks : non-narrative and narrative reading
      • Circling and underlining within the story or non-narrative text
      • Sequencing and retelling stories with pictures and sentences strips
      • Paired readings with one level for A, another level for B
      Leveling Strategies
    • 69.
      • Writing Tasks :
      • from labeling to composition
      • Lower-level: words, phrases
      • Mid-level: writing connected sentences
      • Higher-level: complex sentences, questions and answers, paragraphs
      Leveling Strategies
    • 70. Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Building Community/Collaboration Organizing Instruction Using Materials and Technology
    • 71. Using Materials & Technology Adapt Integrate Evaluate Create
    • 72.
      • Different materials for different levels
        • Authentic reading materials
        • Thematic/leveled readings
        • Worksheets
        • CDs or other audio programs
      Using Materials and Technology
    • 73.
      • Same materials, different expectations
        • Visuals, Realia
        • Picture dictionaries
        • DVDs
        • CDs or other audio programs
      Using Materials and Technology
    • 74.
      • Different materials for different levels
      • Same materials, different expectations
        • Evaluate
        • Adapt
        • Create
      I have just one textbook for my multilevel class! Using Materials and Technology
    • 75. 1 2 3 Adjustments Language development   Vocabulary   Grammar   Learning styles    Communicative practice 
    • 76.
      • Maximize the use of the visuals.
      Adapt
    • 77.
      • Unit Vocabulary Flashcards
        • Low: picture and word
        • Mid: picture, word, and sentence
        • High: picture or word, sentence,
        • part of speech, etc .
      Adapt Create
    • 78.
      • Create a dialogue with the class before using the text dialogue.
      • Likeability Groups
        • Low: work with class-created dialogue
        • Mid and high: work with the class’ and then text’s dialogue, compare and contrast
        • High: create dialogue for a different scenario & share with the class.
      Adapt Create
    • 79.
      • What support do your students need to understand what they hear?
      • Vary the comprehension questions
        • Yes/no, either/or, Wh-
        • General information, details, summaries
      Adapt Evaluate
    • 80. My job is already complicated by teaching a multilevel class, so why make it more complicated? Integrate
    • 81. Integrate
    • 82.
      • Differentiating lab tasks by:
        • ability
        • individual goals/interests
        • learning style/preference
        • project tasks
      Integrate Evaluate
    • 83. Integrate
    • 84.  
    • 85.
      • Stations
      • Pair work
      I have just one computer for my multilevel class! Integrate
    • 86. Integrate
    • 87.  
    • 88. Using Materials and Technology Targeting Instruction to Different Proficiency Levels Building Community/Collaboration Organizing Instruction Monitoring and Assessing Progress
    • 89. What Teachers Need to be able to do Measure ongoing progress Document gains Make decisions about promotion
    • 90.
      • Measure how?
      • Measure what?
      • Challenges
      Measuring Ongoing progress
    • 91.
      • Content
      • • “ Competencies”
      • • Life skills
      • • Academic skills
      • • What else?
      • Language Skills
      • • Listening
      • • Speaking
      • Reading
      • Writing
      • What else?
      Measuring Ongoing progress
    • 92.
      • Learner Evaluates
      • • Checklists
      • • Learning logs
      • • K W L charts
      • • Using Visuals
      • • Audio recordings
      • • Learning stations
      • • Dialogue journals
      • • Portfolios
      Teacher Evaluates • Tests • Checklists • Observation measures • Surveys / Interviews • Audio recordings Measuring Ongoing progress
    • 93.
      • Vocabulary
      • Check the words you know.
      • aunt  father  husband
      • Skills and functions Read the sentences.
      • Check what you know.
      • I can use simple present to talk about everyday activities.
      • (I study from 3:00 to 6:00 every day.)
      • I can read a form with personal information
      ✔ ✔ ✔
    • 94.
      • Things I learned today:
      • Things that were easy for me today:
      • Things that were hard for me today:
      Measuring Ongoing progress (time) (focus) (ranking)
    • 95.
      • Know
      Want to Know Learned
    • 96. Classic Classroom Activities (Oxford 2008) Weiss, et al. p. 90
    • 97. Oxford Picture Dictionary 2e (2008) p. 7 A classroom
      • All 5 questions have answers.
      • Answers are comprehensible
      • 4-5 answers are accurate
      • 2-3 answers are accurate
      • 1 answer is accurate
    • 98. Oxford Picture Dictionary 2e (2008) p. 7 A classroom
    • 99.  
    • 100.
      • Vocabulary
      • Check the words you know.
      • aunt  father  husband
      • Skills and functions Read the sentences.
      • Check what you know.
      • I can use simple present to talk about everyday activities.
      • (I study from 3:00 to 6:00 every day.)
      • I can read
    • 101.
      • Why document?
      • Document what and how?
      • Challenges
      Document Gains
    • 102. Jayme, placeholder for NRS levels Document Gains
    • 103. Promotion to Higher Levels
      • Test what?
      • Test How?
      • Challenges?
    • 104. What Teachers Need to be able to do MEASURE PROGRESS DOCUMENT GAINS PROMOTE
    • 105. What Teachers Need to be able to do MEASURE PROGRESS In order to MEASURE PROGRESS • use assessment tools that require minimal development • encourage Ss to self-evaluate and evaluate each other’s work.
    • 106. in order to DOCUMENT GAINS • be familiar with NRS levels • be able to match Ss to appropriate measure What Teachers Need to be able to do
    • 107. • use a variety of ongoing measures • match Ss with appropriate measure PROMOTE In order to PROMOTE LEARNERS What Teachers Need to be able to do
    • 108. Things you say to check what you heard: Excuse me? Did you say, “______?” “ ______?” Things you do to show you didn’t understand: Raise your shoulders Tilt your head to the side Squint http://tiny.cc/no9k0

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