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Sdaie2

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  • 1. Meeting the Diverse Needs of Students in California SDAIE Strategies for Meeting Needs of English Language Learners Carla Piper, Ed. D.
  • 2. Student Ethnicity California students are so ethnically diverse that no one group is in the majority. Look up the Statistics for your county, district, or school at: http://www.ed-data.k12.ca.us/ Dataquest - http://data1.cde.ca.gov/dataquest/ 2008-2009
  • 3. English Learner (EL) Students Nearly a quarter of California students (more than one-third in kindergarten and first grade) are learning English as their second language. 2008-2009
  • 4. Achievement Gap in California http://www.closingtheachievementgap.org/cs/ctag/print/htdocs/home.htm California State Testing Gap by Ethnicity - 2007
  • 5. Multicultural Approach <ul><li>Equal Opportunity to learn, succeed, and become what he or she would like regardless of: </li></ul><ul><ul><li>Sex, race, social class background, ethnicity, sexual orientation, disability </li></ul></ul><ul><li>Cultural Pluralism </li></ul><ul><ul><li>No one best way to be “U.S. American” </li></ul></ul><ul><ul><li>What is the all-American child? </li></ul></ul><ul><ul><li>Does not mean you have to give up your families’ identities, sense of group solidarity, or cultural beliefs </li></ul></ul>
  • 6. Multiple Perspectives <ul><li>Emphasis typically on Eurocentric History </li></ul><ul><li>Use of Visuals in your Classroom </li></ul><ul><ul><li>What does your classroom look like? </li></ul></ul><ul><ul><li>Are there people of different races, sexes, extended families, disabilities, etc. </li></ul></ul><ul><ul><li>Quotations from diverse leaders? </li></ul></ul><ul><li>Role models </li></ul><ul><ul><li>Non-stereotypical, gender and ethnicity </li></ul></ul><ul><ul><li>Depicting diverse life styles, cultures, etc. </li></ul></ul>
  • 7. How do you teach content to English Language Learners? <ul><li>SDAIE Strategies - Specially Designed Academic Instruction in English </li></ul><ul><li>Introduce and Scaffold Key Concepts </li></ul><ul><li>Language and Vocabulary Needed to Understand Content </li></ul><ul><li>Download ELD Standards – http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf </li></ul><ul><li>SDAIE Handbook - http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/SDAIEhandbook.html </li></ul>
  • 8. SDAIE Lesson Planning Strategies Introducing Content <ul><li>Prepare Students by Scaffolding </li></ul><ul><ul><li>Hands-On Experiences </li></ul></ul><ul><ul><li>Tap into Prior Knowledge </li></ul></ul><ul><ul><li>Graphic Organizers and Mind Maps </li></ul></ul><ul><ul><li>Visuals, Maps, Models </li></ul></ul><ul><ul><li>Realia </li></ul></ul><ul><li>Vocabulary and Language Development </li></ul>
  • 9. Explore <ul><li>Provide relevant instruction and practice through SDAIE strategies: </li></ul><ul><li>Practice independently, with partners, and collaboratively </li></ul><ul><li>Use varied grouping configurations and activities for various learning styles. </li></ul><ul><li>Monitor students and provide feedback. </li></ul><ul><li>Modify materials and presentation to enhance learning </li></ul>
  • 10. Extend and Continually Assess Student Learning <ul><li>Extend, enrich, and integrate learning across the curriculum. </li></ul><ul><li>Help students make conceptual and linguistic connections across the curriculum. </li></ul><ul><li>Assess </li></ul><ul><ul><li>Check for clarification </li></ul></ul><ul><ul><li>Observe and assess concept and skill development </li></ul></ul><ul><ul><li>Ongoing assessment and modification of instruction when needed </li></ul></ul>
  • 11. Modeling <ul><li>Gives a clear example of expectation </li></ul><ul><li>Shows a finished product (student work) </li></ul><ul><li>Performs a mini-demonstration </li></ul>SDAIE Checklist by Williams, 1996
  • 12. Bridging <ul><li>Weaves to existing schema </li></ul><ul><li>Engages students in “into” activities </li></ul><ul><li>Builds on prior knowledge/experience </li></ul>
  • 13. Contextualizing <ul><li>Provides right environment to explore concept </li></ul><ul><li>Uses concrete referents (picture, realia) </li></ul><ul><li>Elaborates through synonyms, antonyms, metaphors, analogies, anecdotes, examples, descriptions, storytelling </li></ul>
  • 14. Building Schema <ul><li>Presents a skeletal framework to build new information </li></ul><ul><li>Provides advanced organizers for direct teaching </li></ul><ul><li>Presents new information with graphic organizer </li></ul><ul><li>(Mapping, Venn diagram) </li></ul>
  • 15. Building Schema
  • 16. Developing Metacognition <ul><li>Thinking about thinking </li></ul><ul><li>Teaches strategies for learner autonomy </li></ul><ul><li>Debriefs process of learning </li></ul><ul><li>Discusses implications of strategies for future learning </li></ul>
  • 17. Reframing <ul><li>Guides revisitation of material with a meaningful collaborative activity </li></ul><ul><li>Teaches same concept in different context </li></ul><ul><li>Students transform narrative into graphic (art) </li></ul><ul><li>Students transform test into skit (letter to the editor) </li></ul>
  • 18. Checking for Comprehension <ul><li>Finds out if understanding has been achieved </li></ul><ul><li>Employs specific interactive activities </li></ul><ul><li>Allows for multiple ways to show understanding </li></ul>
  • 19. Monitoring and Assessing <ul><li>Assesses on an on-going basis </li></ul><ul><li>Observes student behaviors and language </li></ul><ul><li>Collects students’ products, writing, audio-tapes </li></ul>
  • 20. Questioning <ul><li>Asks questions that are open-ended/referential </li></ul><ul><li>Asks questions that have multiple possible responses </li></ul><ul><li>Encourages students to question each other </li></ul><ul><li>Engages students in collaborative activities </li></ul>
  • 21. Adjusting Speech Register <ul><li>Addresses students with NNS (Non-Native Speaker) in mind </li></ul><ul><li>Faces students when speaking </li></ul><ul><li>Incorporates non-verbal behaviors to support verbal presentation </li></ul><ul><li>Enunciates clearly, highlight key words </li></ul><ul><li>Allows for more pause time in answering questions </li></ul>
  • 22. Orchestrating All Modalities for Learning <ul><li>Activities all senses in the learning process </li></ul><ul><li>Provides hands-on activities </li></ul><ul><li>Supports auditory learning with visual and kinesthetic experience </li></ul>
  • 23. Interacting (Teacher/Student, Student/Student, Student/Material, Student/Self) <ul><li>Engages students in interactions for negotiating </li></ul><ul><li>Identity and meaning </li></ul><ul><li>Provides opportunity for all kinds of interaction </li></ul>
  • 24. History of California Diversity <ul><li>Timeline - http://www.californiahistoricalsociety.org/timeline/ </li></ul><ul><li>California Historical Society – http://www.californiahistoricalsociety.org/ </li></ul><ul><li>Online Archives of California - http://www.oac.cdlib.org/ </li></ul><ul><li>Early California History - http://memory.loc.gov/ammem/cbhtml/cbintro.html </li></ul><ul><li>SCORE – California, a Changing State - http://score.rims.k12.ca.us/ </li></ul><ul><li>Urban Dreams Project: Oakland Schools - http://urbandreams.ousd.k12.ca.us/ </li></ul><ul><li>United Farmworkers http://www.ufw.org/ </li></ul><ul><li>Oakland History - http://www.oaklandhistory.com/files/hmenu.html </li></ul><ul><li>San Diego History Center - http://www.sandiegohistory.org/ </li></ul><ul><li>The Virtual Museum of the City of San Francisco - http://www.sfmuseum.org/ </li></ul><ul><li>Sacramento History Online - http://www.sacramentohistory.org/ </li></ul><ul><li>California Native Americans - http://www.nahc.ca.gov/cna.html </li></ul><ul><li>Cal Poly San Luis Obispo Historical Collections - http://lib.calpoly.edu/specialcollections/history/ </li></ul><ul><li>California Digital Library Collections - http://www.ca.gov/Multimedia/multimedia_audio_libraries.html </li></ul>
  • 25. Who is a Californian? <ul><li>UC Santa Barbara California Ethnic and Multicultural Archives - http://www.library.ucsb.edu/speccoll/collections/cema/index.html </li></ul><ul><li>The LA History Archive - http://www.lahistoryarchive.org/index.htm </li></ul><ul><li>California History and Genealogy – Fresno: http://www.fresnolibrary.org/calif/genimmi.html </li></ul><ul><li>Our Shared History - http://www.cr.nps.gov/aahistory/ </li></ul><ul><li>Asian American History Timeline - http://www.digitalhistory.uh.edu/asian_voices/asian_timeline.cfm </li></ul><ul><li>Asian American Voices - http://www.digitalhistory.uh.edu/asian_voices/asian_voices.cfm </li></ul><ul><li>Asian Nation - http://www.asian-nation.org/first.shtml </li></ul><ul><li>Punjabi-Mexican Families - Roots in the Sand: http://www.pbs.org/rootsinthesand/ </li></ul><ul><li>Manzanar - http://www.nps.gov/manz/ </li></ul><ul><li>Africans in America - http://www.pbs.org/wgbh/aia/ </li></ul><ul><li>Martin Luther King Research and Education – Stanford - http://mlk-kpp01.stanford.edu/ </li></ul>

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