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Curriculum Design The Gentlemen's Group Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck
Introduction <ul><li>Patrick H. White-Thomson, CFA </li></ul><ul><li>Marvyn Mahle </li></ul><ul><li>Jonathan Buck </li></ul>
Introducing Target Group <ul><li>Public School # 3 (D'Youville/ Porter Campus) </li></ul><ul><li>606 Students </li></ul><u...
Target Group Continued <ul><li>1 st  Grade Bilingual Class </li></ul><ul><li>60% Spanish and 40% English  </li></ul><ul><l...
Audience Group <ul><li>Vice Principal </li></ul><ul><li>Content Teacher </li></ul><ul><li>ESL Instructor </li></ul>
Needs Analysis Process <ul><li>Started with Formal Survey </li></ul><ul><li>Shifted to Interview </li></ul><ul><li>Observa...
Needs Analysis Results <ul><li>Administrator </li></ul><ul><ul><li>Curriculum Design carried out from central location. </...
Needs Analysis Results (Content Teacher) <ul><li>Literacy development is crucial at this stage in child development.  </li...
Needs Results Continued <ul><li>ESL Instructor </li></ul><ul><li>Teach to the four Modalities (reading, writing, speaking,...
Observation Results <ul><li>Students receive 1 hr per day ESL instruction, via the pull-out format </li></ul><ul><li>Sever...
Outside Research <ul><li>Lesaux, N, & Siegel, L. (2003). The Development of reading in children who speak English as a sec...
Textbook Review <ul><li>Content Textbook </li></ul><ul><li>Ada, A, & Campoy, F. (2003).  Trofeos: acerquense! . Orlando: H...
Textbook Review Continued <ul><li>ESL Instruction </li></ul><ul><li>Moving Into English </li></ul><ul><li>Well Organized i...
Goals and Objectives <ul><li>Three Themes Based on Needs Analysis: </li></ul><ul><li>Hybrid Language/ Code  Switching/Span...
Goals  <ul><li>Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) </li></ul><ul><li>Goa...
Goal 1 <ul><li>Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) </li></ul><ul><li>Obj...
Lesson <ul><li>Anticipatory Set (False Cognates) </li></ul><ul><li>Procedure (Address Spanglish terms) </li></ul><ul><li>A...
<ul><li>Goal 2: Strengthen phonemic awareness in students' first  and  second languages. </li></ul><ul><li>Objectives: </l...
Lesson <ul><li>Anticipatory Set  </li></ul><ul><ul><li>Determining degree of Spanish interference with English sounds. </l...
Goal 3 <ul><li>Goal 3: Develop core literacy skills focusing on the reading and writing modalities. </li></ul><ul><li>Obje...
Lesson <ul><li>Anticipatory Set: (Favorite Song) </li></ul><ul><li>Procedure: </li></ul><ul><ul><li>Review past and presen...
Questions? <ul><li>Thank you! </li></ul><ul><li>The Gentlemen’s Group </li></ul><ul><li>Patrick H. White-Thomson </li></ul...
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  1. 1. Curriculum Design The Gentlemen's Group Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck
  2. 2. Introduction <ul><li>Patrick H. White-Thomson, CFA </li></ul><ul><li>Marvyn Mahle </li></ul><ul><li>Jonathan Buck </li></ul>
  3. 3. Introducing Target Group <ul><li>Public School # 3 (D'Youville/ Porter Campus) </li></ul><ul><li>606 Students </li></ul><ul><li>Kindergarten- 8 th Grade </li></ul><ul><li>Maintains Bilingual Classes. </li></ul>
  4. 4. Target Group Continued <ul><li>1 st Grade Bilingual Class </li></ul><ul><li>60% Spanish and 40% English </li></ul><ul><li>25 Students </li></ul><ul><li>Developing First Language while simultaneously acquiring second language. </li></ul>
  5. 5. Audience Group <ul><li>Vice Principal </li></ul><ul><li>Content Teacher </li></ul><ul><li>ESL Instructor </li></ul>
  6. 6. Needs Analysis Process <ul><li>Started with Formal Survey </li></ul><ul><li>Shifted to Interview </li></ul><ul><li>Observation Time in classroom </li></ul><ul><li>Outside Academic Research </li></ul>
  7. 7. Needs Analysis Results <ul><li>Administrator </li></ul><ul><ul><li>Curriculum Design carried out from central location. </li></ul></ul><ul><ul><li>ESL Instructors should be able to properly model the language/ bring meaning to words. </li></ul></ul><ul><ul><li>Crucial Skills for Language Learning Success: Sounds, building words syllable by syllable. Vocabulary. </li></ul></ul>
  8. 8. Needs Analysis Results (Content Teacher) <ul><li>Literacy development is crucial at this stage in child development. </li></ul><ul><li>Hybrid Language/ Language Transfer Issues “Spanglish” </li></ul><ul><li>Class room Management Important </li></ul><ul><li>“ Catch Students Doing Good.” </li></ul><ul><li>Phonemic Awareness! </li></ul><ul><ul><li>Important in first language development/being underserved by current curriculum. </li></ul></ul>
  9. 9. Needs Results Continued <ul><li>ESL Instructor </li></ul><ul><li>Teach to the four Modalities (reading, writing, speaking, listening) </li></ul><ul><li>Student Strengths: Speaking/Listening </li></ul><ul><li>Weaknesses: Writing/ Reading </li></ul><ul><li>Phonics (Phonemic Awareness) is crucial </li></ul><ul><ul><li>Not just for sounding out words for spoken expression, but also for spelling. </li></ul></ul><ul><ul><li>“ &quot;If a student can pronounce the &quot;c&quot; in cat, then they can spell it.&quot; </li></ul></ul>
  10. 10. Observation Results <ul><li>Students receive 1 hr per day ESL instruction, via the pull-out format </li></ul><ul><li>Several students struggled with English phonics, often substituting Spanish equivalents (“feet” for “fit” or “joung” for “young”) </li></ul><ul><li>NYSESLAT test objectives are paramount currently; focus was on reading comprehension </li></ul>
  11. 11. Outside Research <ul><li>Lesaux, N, & Siegel, L. (2003). The Development of reading in children who speak English as a second language. Developmental Psychology , 39 (6), 1005-1019. </li></ul><ul><li>Analyzed 978 ESL students </li></ul><ul><li>Introduced phonics to ESL students over 2 year period. </li></ul><ul><li>Results: Placing emphasis on the phonological aspect of language development and acquisition produced literacy results comparable to the control group (non ESL students.) </li></ul>
  12. 12. Textbook Review <ul><li>Content Textbook </li></ul><ul><li>Ada, A, & Campoy, F. (2003). Trofeos: acerquense! . Orlando: Harcourt Publishers. </li></ul><ul><li>Well Illustrated, theme based reader, less than 100.00 for 3 book set. </li></ul><ul><li>Reading is too advanced for level// Not enough PHONICS! </li></ul>
  13. 13. Textbook Review Continued <ul><li>ESL Instruction </li></ul><ul><li>Moving Into English </li></ul><ul><li>Well Organized into 5 day plans/ Teacher likes themes. </li></ul><ul><li>Not enough Phonics!!! Very Expensive. </li></ul>
  14. 14. Goals and Objectives <ul><li>Three Themes Based on Needs Analysis: </li></ul><ul><li>Hybrid Language/ Code Switching/Spanglish </li></ul><ul><li>Literacy is key at this stage in development (1 st Grade) </li></ul><ul><li>Phonics/Phonics/Phonics! </li></ul>
  15. 15. Goals <ul><li>Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) </li></ul><ul><li>Goal 2: Strengthen phonemic awareness, in students' first and second languages. </li></ul><ul><li>Goal 3: Develop core literacy skills focusing on the reading and writing modalities. </li></ul>
  16. 16. Goal 1 <ul><li>Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) </li></ul><ul><li>Objectives: </li></ul><ul><ul><li>Students will be able to correctly distinguish proper Spanish forms from Spanglish hybrids. </li></ul></ul><ul><ul><li>Students will be able to write correct forms of English and Spanish words at an 80% level of accuracy through the use of a cloze test. </li></ul></ul>
  17. 17. Lesson <ul><li>Anticipatory Set (False Cognates) </li></ul><ul><li>Procedure (Address Spanglish terms) </li></ul><ul><li>Assessment (Students write correct terms for both English/ Spanish through fill in the blank activity.) </li></ul>
  18. 18. <ul><li>Goal 2: Strengthen phonemic awareness in students' first and second languages. </li></ul><ul><li>Objectives: </li></ul><ul><ul><li>Students will be able to correctly identify the Roman alphabet as used in both Spanish and English. </li></ul></ul><ul><ul><li>Students will understand the alphabetic principle in both Spanish and English. </li></ul></ul><ul><ul><li>Students will be able to correctly pronounce English vowel and consonant sounds. </li></ul></ul><ul><ul><li>Students will be able to recognize and reproduce the English letter(s) that represent sounds. </li></ul></ul>Goal 2
  19. 19. Lesson <ul><li>Anticipatory Set </li></ul><ul><ul><li>Determining degree of Spanish interference with English sounds. </li></ul></ul><ul><li>Procedure </li></ul><ul><ul><li>Have students write their spellings of word list as teacher pronounces or students pronounce words from printed list. </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Students correctly write or pronounce English words with 80% accuracy. </li></ul></ul>
  20. 20. Goal 3 <ul><li>Goal 3: Develop core literacy skills focusing on the reading and writing modalities. </li></ul><ul><li>Objectives: </li></ul><ul><ul><li>Student will be able to differentiate between past and present verb tenses with 90 % accuracy. </li></ul></ul><ul><ul><li>Student will be able to write 5 sentences using the correct past tense form of given verbs with 80% accuracy. </li></ul></ul>
  21. 21. Lesson <ul><li>Anticipatory Set: (Favorite Song) </li></ul><ul><li>Procedure: </li></ul><ul><ul><li>Review past and present verb tenses, song activity, sentence writing activity. </li></ul></ul><ul><li>Assessment: </li></ul><ul><ul><li>Evaluate correct answers while students are participating in activity. </li></ul></ul><ul><ul><li>Correct students' sentences for accuracy. </li></ul></ul>
  22. 22. Questions? <ul><li>Thank you! </li></ul><ul><li>The Gentlemen’s Group </li></ul><ul><li>Patrick H. White-Thomson </li></ul><ul><li>Marvyn Mahle </li></ul><ul><li>Jonathan Buck </li></ul>
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