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  • Spanish (76.6%) Vietnamese (2.3%) Hmong (2.2%) Korean (1.1%) (USDE, 2002)
  • Start Here today!!
  • Click on this page and the full diagram will appear.
  • INTERCULTURAL DYNAMICS
  • INTERCULTURAL DYNAMICS
  • Receptive=
  • Cognition is the process of perceiving, attending, thinking, remembering, and knowing. Culture and cognition are inseparable elements of each individual. Cognitive development and cognitive learning style depend largely on the diverse student’s cultural background and experience. Identifying the cognitive learning styles of the CLD student contributes directly to the development of appropriate pre-referral interventions and IEP’s.
  • Cognition is the process of perceiving, attending, thinking, remembering, and knowing. Culture and cognition are inseparable elements of each individual. Cognitive development and cognitive learning style depend largely on the diverse student’s cultural background and experience. Identifying the cognitive learning styles of the CLD student contributes directly to the development of appropriate pre-referral interventions and IEP’s.
  • Click to reveal the real prism model.
  • Instructional page is found on p.23 in Red Strategy book. Model this activity to the students.

Transcript

  • 1. Week 1 Building Foundations forCulturally and Linguistically Diverse Student Success
  • 2. We must create our own pathswithin our classrooms, schools, and communities.
  • 3. • By 2020 it is projected that there will be over 6 million identified ELL students.• By the year 2025 over half of our children in K-12 will be CLD.• By the year 2050, that number will have increased by an additional 30%. - U.S. Department of Commerce
  • 4. Vocabulary Foldable (Sample Foldable) Labels for students: LEP, CLD, ESLNative Language: L1 & Second Language: L2 Iceberg: SUP & CUP Sociocultural Dimension Language Dimension Academic Dimension Cognitive Dimension My Learnings Adapted from Zike
  • 5.  Vocabulary foldable:  Provide all students with 5 pieces of colored construction paper.  Create a foldable with the list of vocabulary words learned today.
  • 6. Contextualizing the AcronymsLEP L1:ELL 你好 SUP CUPCLD L2: Hello Cummins
  • 7. The Iceberg is about the TRANSFER OF SKILLS from the first language (L1) to the second language (L2). L1 L2SUP SUP L1 L2 CUP CUP vs. SUP
  • 8. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LoveCOGNITIVE Laughter ACADEMIC Know Life Access Think Engagement Apply Hope Thomas & Collier
  • 9. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  • 10.  Mind Map Activity:  Create a mind map on WHITE WRITING paper  Map out ideas in words, pictures and anything else.
  • 11.  Today we will focus on:  The Sociocultural Dimension  Define the U-Curve Hypothesis  Create My Life in Pictures (activity book)
  • 12. The Sociocultural Dimension Tell me about you!  What is your family like.  What would be important for me to know about you as an individual.
  • 13. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  • 14. •Family•Socioeconomic•Community•Home Culture•School Culture
  • 15. Honeymoon Home Hostility U PG. 22 IN TEXT Humor Cushner, McClelland, & Safford
  • 16.  The Sociocultural Dimension The U-Curve Hypothesis My Life in Picture and Words
  • 17. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMICKnow Love AccessThink EngagementApply Hope
  • 18. •Family•Socioeconomic•Community•Home Culture•School Culture
  • 19. Honeymoon Home Hostility U Humor
  • 20. Activity: Honeymoon Home• Divide into teams of 4-5.• Review your assigned component of the U-curve.• Find a way to visually depict the main point of your component as a team.• Be prepared to share out with the class. U Hostility Humor
  • 21. MY LIFE IN PICTURES & WORDS1. Think2. Draw3. Write4. Share
  • 22.  My Life in Pictures and Words Activity: (activity book) ◦ Draw pictures of your life in 4 boxes. ◦ Share out loud in class.
  • 23.  Discuss the language dimension Discuss the Stages of Second Language Acquisition Define CUP and SUP
  • 24. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  • 25. • Differences in Socialization• Family vs. School• Receptive vs. ExpressiveSkills (culture bound)
  • 26.  In order to know a language, we need “communicative competence”. “Communicative competence is that level of language expertise that enables users to “convey and interpret messages and to negotiate meanings interpersonally within specific context” (Brown, 1987, p. 43 as cited in Herrera and Murry, 2005).
  • 27.  Grammatical • Refer to pg. 64-65. • With a partner, Sociolinguistic define each of the four areas of language knowledge. Discourse competence • Share out loud. Strategic competence
  • 28. Language as an Language as a Associative Function Cognitive Function• BICS: Basic • CALP: Cognitive Academic Interpersonal Language Proficiency Communication Skills I would like to have a I’ll pick up some CPVC, ninety degree bathroom added in our elbows, some 45 degree elbows, three inch black PVC, three P traps, four shut basement. I want it to have off valves, a wax ring, and a couple of a nice size whirlpool tub, a extra couplings. I will also need to large shower, toilet, and a make sure there are extra slots in the double sink. What will I breaker panel, and I will need to pick need? up a Ground Fault Circuit Interrupter……
  • 29. Native English Speakers: English Language Learners: 5-7 (up to 10) years 2-3 yearsci f or p f ol e ve L i f or p f o l e ve L BICS: Social CALP: Academic Language Language Cummins & Thomas & Collier
  • 30. Krashen’sStages ofSecond P reproductionLanguage E arly P roductionAcquisition S peech Emergence I ntermediate Fluency A dvanced Fluency Herrera & Murry
  • 31. • Work with your team P reproduction to identify the key characteristics of your E arly assigned stage of SLA. P roduction• Create your own S peech “team” example Emergent to demonstrate what a student in this stage I ntermediate might say when responding to a Fluency question/prompt. A dvanced Fluency
  • 32. CUP vs. SUP The Iceberg is about the TRANSFER OF SKILLS from the first language (L1) to the second language (L2). L1 L2SUP SUP CUP Cummins
  • 33. Decide where these individuals belong using their SUP and CUP
  • 34.  Yolanda was educated in Paraguay until her family left due to guerrilla warfare. She reads and writes at grade level in Spanish but has little or no academic skills in English.
  • 35.  Gideon came from Israel a year ago at age 15. He worked with his father while in Israel and has only about one year of formal education. Since entering school, he has made little progress academically. What does his iceberg look like?
  • 36.  Each night Anyas mother reads to her in Russian. At the age of 10, she reads at grade level in Russian and is beginning to read some English books. Since she speaks English, Anya is interested in reading more English books. What does her iceberg look like?
  • 37.  Draw your own iceberg. What does your L1 look like? What does your L2 look like (if you don’t have one, that is fine). If you have an L3, please add a third iceberg. Share with a peer.
  • 38.  Discuss the academic dimension Define the academic dimension Discuss effective practices
  • 39. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  • 40. • Access to resources (home, community, school).• Engagement (family, teachers, community).• Hope for the future (dreams and aspirations).
  • 41. • Using the information from pp. 47 – 58 of your text, respond to the following prompts: • 1 thing I really connected to in this section as a future teacher. • 2 things I did not know but was glad I learned. • 3 things I can apply to my future practice.
  • 42.  When placing CLD students in school, the following factors should be considered: ◦ Academic records, completed coursework ◦ Age of the student ◦ Personal strengths and academic areas of interest ◦ Interrupted schooling ◦ Schooling history
  • 43. Informal Formal Have a student read and • Review past academic respond to a text. records (from U.S. and home country). Have students talk to • Give students a content- someone in their first language and share their based assessment. experiential and academic • Monitor language and background. academic growth using Have a student respond to standardized instruments. writing prompts in the L1.
  • 44. Academic Success in the Classroom:A Closer Look at Effective Practice Challenge CLD students: • culturally, • academically, • cognitively, • linguistically using grade-level content.
  • 45.  Review the additional vocabulary words Play a Tic-Tac-Toe Board game with the class.  Partner game  Individual game
  • 46.  Discuss the cognitive dimension Define the cognitive dimension
  • 47. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  • 48. The Cognitive Dimension  Cognitive Challenges  Cognitive Processes  Implications for Classroom and School Practice
  • 49.  Individually get three separate post-it notes.• On each post-it note, write down activities you have done in your classes this year (for a total of three activities).• Save your post-it notes for later.
  • 50. • Elaborating on prior knowledge.• Differentiating instruction for multiple learning styles.• Allowing students to demonstrate knowledge, skills, and applications in multiple ways.
  • 51. Range of Contextual Support & Degree ofCognitive Involvement in Communicative Activities Cummins
  • 52. Thomas & Collier
  • 53. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  • 54. There is no such thing as an unmotivated learner.There are, however, temporary unmotivated states in which learners are either reinforced and supported or neglected and labeled.
  • 55.  Hearts Activity:  Refer to the student handbook activity.  Complete the activity individually.  Share with a partner and the rest of the class. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL Love COGNITIVE Laughter ACADEMIC Know Li fe Access Think Engagement Apply Hope
  • 56.  Discuss how to complete the RWJ with an example. Review the vocabulary of the week Review the 4 dimensions Apply our learning practically
  • 57.  Write about your first two weeks of experiences within the United States of America. Prompts: ◦ Reflect about your cultural experiences ◦ Discuss your experiences with the U-Curve ◦ Discuss your sociocultural, linguistic, academic and cognitive experiences within your classes. ◦ Most importantly, consider your future aspirations of your current learning and how you plan to incorporate it in Ecuador!
  • 58.  Vocabulary Quilt  Review to your earlier created vocabulary foldable.  Review all the vocabulary words.  In small groups discuss all the words.
  • 59.  U-C-ME activity:  Refer to your activity handbook.  Follow these directions:  Main circle= 4 Dimensions  Circle 1 (left)= Sociocultural  Circle 2= Language; Circle 3= Academic  Cicle 4= Cognitive; Circle 5= What I think?
  • 60.  Form small groups of 3 or 4 people. In these small groups, retrieve at least 1 large white chart paper. Create a tri-fold page of learning and practical uses. Dimension Goals Considerations ?
  • 61. What students already know aboutthe content is one of the strongestindicators of how well they willlearn new informationrelative to the content beingpresented by the teacher. (Marzano, 2004)
  • 62. Please ask if anything does not make sense!