PROJECT DESTINY TRAINING MATERIALS PROPELLING  ENGLISH LANGUAGE LEARNERS TO THEIR DESTINIES BY CATHY YAUN
With your help & commitment you will see <ul><li>A transformation (as if by magic) </li></ul><ul><li>A marked change in ch...
SO WHAT DO I NEED TO KNOW ABOUT MY ESL STUDENTS?
CULTURE:  WHAT IS IT? <ul><li>It’s a set of eyes through which we view the world. </li></ul><ul><li>Our cultural viewpoint...
WHAT HAPPENS WHEN MY STUDENT MUST  CROSS  CULTURE? <ul><li>Two world collide… </li></ul><ul><li>How? </li></ul><ul><ul><li...
CULTURE ACTIVITIES <ul><ul><li>Defining Culture – p. 30-31 </li></ul></ul><ul><ul><li>Old Woman; Young Lady – p. 33-37 </l...
CULTURE SHOCK:  HOW DO I RECOGNIZE IT? <ul><ul><li>Happens during adjustment (acculturation) </li></ul></ul><ul><ul><li>Co...
CULTURE SHOCK: SIGNS & SYMPTOMS SOURCE: DeCapua, A., & Wintergerst, A. C. (2004).  Crossing cultures in the language class...
CULTURAL VALUES  & SOCIETAL ROLES? WHAT’S THE CONNECTION? <ul><ul><li>Values and roles vary from culture to culture </li><...
TYPES OF SOCIETAL ROLES? <ul><li>Ascribed roles – “roles that derive from biological facts (gender/age/birth). </li></ul><...
CULTURAL VALUES  & SOCIETAL ROLES? WHAT’S THE CONNECTION? <ul><ul><li>Problems in “crossing cultures” </li></ul></ul><ul><...
HOW DO WE BRIDGE THIS “CROSS OVER” OF CULTURE? <ul><ul><li>LEARN about cultural characteristics of  EVERY student’s cultur...
<ul><li>Non-verbal Communication </li></ul><ul><ul><li>Defined: Communication without words </li></ul></ul><ul><ul><li>Hel...
Is it all about what they say?  <ul><li>Functions of non-verbal communication </li></ul><ul><ul><li>Expressing emotions </...
Is it all about what they say?  <ul><li>Types of non-verbal communication </li></ul><ul><ul><li>Proxemics (use of space) –...
Wow!  Really? <ul><li>Body language “conveys up to 80 percent” of our message. </li></ul>SOURCE: DeCapua, A., & Wintergers...
I know…this is how you feel But it’s easier than you think Schools in the year 2012 will replace all teachers with circus ...
CONTENT-BASED INSTRUCTION FOR ESL STUDENTS BE SURE YOUR STUDENTS LEARN ABOUT  SOMETHING  WHILE ALSO LEARNING THE LANGUAGE ...
Characteristics of  Content-Based Instruction <ul><li>ESL students in grade-level content classes </li></ul><ul><li>ESL st...
Content-Based:  Balances content & language Models on continuum Total   Partial  Sheltered  Theme-based Language classes I...
Do I need to differentiate? The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota ...
Do I need to differentiate? The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota ...
Do I need to differentiate? The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota ...
Don’t start with the ABC’s <ul><li>Start with </li></ul><ul><li>W.I.D.A. </li></ul><ul><li>Never heard of it? </li></ul>
What is it? <ul><li>WIDA  </li></ul><ul><ul><li>World-Class Instructional Design and Assessment </li></ul></ul><ul><ul><li...
WIDA  Access for ELLs @  (State-mandated testing administered to ELLs every January in Kentucky) <ul><li>Assesses content ...
WIDA Scoring & Levels Source for all WIDA information slides:  http://www.wida.us/ Score Language Level Descriptor 1 Enter...
WIDA Content Standards: How do I use them?: Activity <ul><li>Read the P.S.P. for each of your ELL students so you KNOW the...
WIDA Content Standards: How do I use them?: <ul><li>Am I on target? </li></ul><ul><li>YES!  IF you </li></ul><ul><li>ALWAY...
Are any OTHER letters important? <ul><li>Don’t forget </li></ul><ul><li>T.E.S.O.L. Standards </li></ul>
<ul><li>T.E.S.O.L. </li></ul><ul><ul><li>Teachers of English to Speakers of Other Languages </li></ul></ul><ul><li>TESOL's...
TESOL Standards:  The Facts @  <ul><li>Has language standards PreK – 12 </li></ul><ul><li>To be used ALONG with content st...
Strategies for ELL (and all) Students <ul><li>Vocabulary </li></ul><ul><ul><li>pre-teach important content vocabulary </li...
Strategies for ELL (and all) Students <ul><li>In-Class instruction </li></ul><ul><ul><li>utilize other students </li></ul>...
WHO YOU ARE MAKES A DIFFERENCE THE LIFE YOU CHANGE OTHERS WILL SEE UNFATHOMABLE ASCENT BECAUSE OF YOU IMPACT A STUDENT’S D...
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Esl pd training materials and handouts

  1. 1. PROJECT DESTINY TRAINING MATERIALS PROPELLING ENGLISH LANGUAGE LEARNERS TO THEIR DESTINIES BY CATHY YAUN
  2. 2. With your help & commitment you will see <ul><li>A transformation (as if by magic) </li></ul><ul><li>A marked change in character, CONDITION, or FUNCTION </li></ul><ul><li>A change in form or HABITS </li></ul>
  3. 3. SO WHAT DO I NEED TO KNOW ABOUT MY ESL STUDENTS?
  4. 4. CULTURE: WHAT IS IT? <ul><li>It’s a set of eyes through which we view the world. </li></ul><ul><li>Our cultural viewpoint impacts our behavior, attitudes, and perceptions . </li></ul><ul><li>Cultures are heterogeneous, meaning there are subgroups within every culture. </li></ul><ul><li>Culture is constantly changing. </li></ul><ul><li>We learn about our own culture through enculturation </li></ul><ul><ul><li>(the subconscious learning from an early age.) </li></ul></ul><ul><li>Every culture has hidden codes and messages. </li></ul><ul><li>THE BOTTOM LINE: </li></ul><ul><li>Culture is not what we SEE; it’s actually what we DON’T see: </li></ul><ul><ul><li>attitudes, </li></ul></ul><ul><ul><li>beliefs, and </li></ul></ul><ul><ul><li>viewpoints of the world . </li></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  5. 5. WHAT HAPPENS WHEN MY STUDENT MUST CROSS CULTURE? <ul><li>Two world collide… </li></ul><ul><li>How? </li></ul><ul><ul><li>Beliefs – a person’s convictions </li></ul></ul><ul><ul><li>Values – an ideal or standard </li></ul></ul><ul><ul><li>Norms – what is considered ‘normal’ </li></ul></ul><ul><ul><li>Taboos – No no’s in a culture </li></ul></ul><ul><ul><li>Attitudes – Emotional Reactions </li></ul></ul><ul><ul><li>These elements change from culture to culture and even within subgoups . </li></ul></ul><ul><ul><li>ESL students must INTERPRET these underlying, hidden messages of culture. </li></ul></ul><ul><ul><li>Any conflict of these elements represents a culture clash. </li></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  6. 6. CULTURE ACTIVITIES <ul><ul><li>Defining Culture – p. 30-31 </li></ul></ul><ul><ul><li>Old Woman; Young Lady – p. 33-37 </li></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  7. 7. CULTURE SHOCK: HOW DO I RECOGNIZE IT? <ul><ul><li>Happens during adjustment (acculturation) </li></ul></ul><ul><ul><li>Contains 4 Phases </li></ul></ul><ul><ul><ul><li>Honeymoon </li></ul></ul></ul><ul><ul><ul><li>Hostility </li></ul></ul></ul><ul><ul><ul><li>Humor </li></ul></ul></ul><ul><ul><ul><li>I want to go HOME! </li></ul></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  8. 8. CULTURE SHOCK: SIGNS & SYMPTOMS SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press. <ul><li>Shutting down </li></ul><ul><li>Tired </li></ul><ul><li>A dislike of school </li></ul><ul><li>Desire to just quit </li></ul><ul><li>Crying </li></ul><ul><li>Angry </li></ul><ul><li>Hurting other students </li></ul><ul><li>Unwilling to do work </li></ul><ul><li>Emotional pain </li></ul><ul><li>Uncomfortable </li></ul><ul><li>Rebellion </li></ul>
  9. 9. CULTURAL VALUES & SOCIETAL ROLES? WHAT’S THE CONNECTION? <ul><ul><li>Values and roles vary from culture to culture </li></ul></ul><ul><ul><li>Cultural values defined </li></ul></ul><ul><ul><ul><li>Standards that spell out what a person should and should NOT do </li></ul></ul></ul><ul><ul><li>Social role defined </li></ul></ul><ul><ul><ul><li>The way one is EXPECTED to behave in a certain culture </li></ul></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  10. 10. TYPES OF SOCIETAL ROLES? <ul><li>Ascribed roles – “roles that derive from biological facts (gender/age/birth). </li></ul><ul><li>Achieved roles – “roles a person attains through education, marriage, training, hard work, etc.” </li></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  11. 11. CULTURAL VALUES & SOCIETAL ROLES? WHAT’S THE CONNECTION? <ul><ul><li>Problems in “crossing cultures” </li></ul></ul><ul><ul><ul><li>Ethnocentrism – my way is best! </li></ul></ul></ul><ul><ul><ul><li>Stereotypes –clumping everyone together </li></ul></ul></ul><ul><ul><ul><li>Misunderstandings </li></ul></ul></ul><ul><ul><ul><li>*Stereotype Activity – p. 87 </li></ul></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  12. 12. HOW DO WE BRIDGE THIS “CROSS OVER” OF CULTURE? <ul><ul><li>LEARN about cultural characteristics of EVERY student’s culture </li></ul></ul><ul><ul><li>Understand THOSE you teach </li></ul></ul><ul><ul><li>Help students analyze the conflicts & differences </li></ul></ul><ul><ul><li>Culturally-responsive teaching is crucial to helping your ELL succeed! </li></ul></ul><ul><ul><li>*Activity: Role Play </li></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  13. 13. <ul><li>Non-verbal Communication </li></ul><ul><ul><li>Defined: Communication without words </li></ul></ul><ul><ul><li>Helps decode meaning </li></ul></ul><ul><ul><li>CAN be misinterpreted if you are NOT culturally responsive </li></ul></ul><ul><li>Changes from culture to culture </li></ul><ul><ul><li>The type of NV behavior </li></ul></ul><ul><ul><li>The “intended message” </li></ul></ul><ul><ul><li>The “frequency and use of” NV behavior </li></ul></ul>Is it all about what they say? SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  14. 14. Is it all about what they say? <ul><li>Functions of non-verbal communication </li></ul><ul><ul><li>Expressing emotions </li></ul></ul><ul><ul><li>Reinforcing verbal messages </li></ul></ul><ul><ul><li>Being a sub for verbal communication </li></ul></ul><ul><ul><li>Contradicting verbal messages </li></ul></ul><ul><ul><li>Managing communicative situations </li></ul></ul><ul><ul><li>Conveying messages in ritualized forms </li></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  15. 15. Is it all about what they say? <ul><li>Types of non-verbal communication </li></ul><ul><ul><li>Proxemics (use of space) – personal space/bubble </li></ul></ul><ul><ul><li>Kinesics (body movements that accompany speech) </li></ul></ul><ul><ul><li>Haptics (touch behavior) </li></ul></ul><ul><ul><li>Chronemics – (usage and importance of time) </li></ul></ul><ul><ul><li>Silence – (absence of talk) </li></ul></ul><ul><ul><li>Culturally-responsive teachers educate THEMSELVES on culturally-specific characteristics </li></ul></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  16. 16. Wow! Really? <ul><li>Body language “conveys up to 80 percent” of our message. </li></ul>SOURCE: DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press.
  17. 17. I know…this is how you feel But it’s easier than you think Schools in the year 2012 will replace all teachers with circus performers…
  18. 18. CONTENT-BASED INSTRUCTION FOR ESL STUDENTS BE SURE YOUR STUDENTS LEARN ABOUT SOMETHING WHILE ALSO LEARNING THE LANGUAGE http://iteslj.org/Articles/Davies-CBI.html
  19. 19. Characteristics of Content-Based Instruction <ul><li>ESL students in grade-level content classes </li></ul><ul><li>ESL students with their American peers </li></ul><ul><li>“ Language across curriculum” (content AND language objectives) </li></ul><ul><li>Differentiation is key </li></ul><ul><li>ESL achievement is both academic & linguistic </li></ul><ul><li>ALL students win with ESL strategies </li></ul><ul><li>Source: Herrera, S. G., & Murry, K. G. (2005). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students . Boston, MA: Pearson . </li></ul>
  20. 20. Content-Based: Balances content & language Models on continuum Total Partial Sheltered Theme-based Language classes Immersion Immersion Instruction Instruction Content used to Practice Language SOURCE: http://iteslj.org/Articles/Davies-CBI.html
  21. 21. Do I need to differentiate? The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota Department of Education Available at http://glencoefacsnews.com/prodev/nov08.htm <ul><li>“ Differentiated instruction is especially important in language-diverse classrooms, where many learning activities can and should be modified. Before determining what level of differentiation is needed for your English language learners (ELL), ask yourself the following two questions:” </li></ul>
  22. 22. Do I need to differentiate? The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota Department of Education Available at http://glencoefacsnews.com/prodev/nov08.htm <ul><li>“ Which of the three most recognized language proficiency levels best describes my English language learners? </li></ul><ul><li>The use of verb taxonomies helps identify appropriate student support for each learning level: </li></ul><ul><ul><li>Beginning/Early Intermediate Read English at 0-2.5 grade level. Activity verbs: tell, point, circle, underline, name, draw, change, describe, and discuss. </li></ul></ul><ul><ul><li>Intermediate Read English at 2.6-3.5 grade level. Activity verbs: apply, show, classify, modify, explain, solve, and demonstrate. </li></ul></ul><ul><ul><li>Early Advanced Read English at 3.6-5.5 grade level. Activity verbs: analyze, compare, contrast, criticize, examine, create, predict, design, manage, and prepare.” </li></ul></ul>
  23. 23. Do I need to differentiate? The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota Department of Education Available at http://glencoefacsnews.com/prodev/nov08.htm <ul><li>“ Is some degree of activity modification necessary to assure achievement and success? Many activities do need modification for ELL students. </li></ul><ul><li>There are three ways to modify an activity: </li></ul><ul><ul><li>Modify the Language Rigor Change the activity verb to better align with the student's language proficiency. </li></ul></ul><ul><ul><li>Modify the Independence Rigor Change the students' degree of independence. For example, directions to complete a task &quot;independently&quot; can be changed to &quot;with a partner.&quot; </li></ul></ul><ul><ul><li>Provide Product Options Allow students to demonstrate their learning in multiple ways. Examples might include writing a poem or song; orally explaining; creating a commercial; making a poster; or drawing a cartoon.” </li></ul></ul>
  24. 24. Don’t start with the ABC’s <ul><li>Start with </li></ul><ul><li>W.I.D.A. </li></ul><ul><li>Never heard of it? </li></ul>
  25. 25. What is it? <ul><li>WIDA </li></ul><ul><ul><li>World-Class Instructional Design and Assessment </li></ul></ul><ul><ul><li>How can it help me? </li></ul></ul><ul><ul><ul><li>Provides language & assessment standards that are content based </li></ul></ul></ul><ul><ul><ul><li>Provides opportunities for professional growth with English Language Learners </li></ul></ul></ul><ul><ul><ul><li>Where can I learn more about it? </li></ul></ul></ul><ul><ul><ul><li>http://www.wida.us </li></ul></ul></ul><ul><ul><ul><li>Source for all WIDA information slides: http://www.wida.us/ </li></ul></ul></ul>
  26. 26. WIDA Access for ELLs @ (State-mandated testing administered to ELLs every January in Kentucky) <ul><li>Assesses content language across the four domains (listening, speaking, reading, writing) </li></ul><ul><li>Content areas include: </li></ul><ul><ul><li>Social & Instructional Language </li></ul></ul><ul><ul><li>Language of Language Arts </li></ul></ul><ul><ul><li>Language of Mathematics </li></ul></ul><ul><ul><li>Language of Science </li></ul></ul><ul><ul><li>Language of Social Studies </li></ul></ul><ul><li>Organized by tiers (A,B,C) and clusters </li></ul><ul><ul><ul><li>Source for all WIDA information slides: http://www.wida.us/ </li></ul></ul></ul>
  27. 27. WIDA Scoring & Levels Source for all WIDA information slides: http://www.wida.us/ Score Language Level Descriptor 1 Entering NEP –no English proficiency 2 Beginning LEP –high beginning to low-intermediate 3 Developing LEP –intermediate 4 Expanding LEP –high intermediate to advanced 5*-6 RFEP Reached Fluent English Proficiency
  28. 28. WIDA Content Standards: How do I use them?: Activity <ul><li>Read the P.S.P. for each of your ELL students so you KNOW their current language proficiency overall and PER DOMAIN </li></ul><ul><li>Look up your content area and grade level. </li></ul><ul><li>Get your Can-Do Descriptor page AND </li></ul><ul><li>Write your students’ names in each block per their individual domain score </li></ul>
  29. 29. WIDA Content Standards: How do I use them?: <ul><li>Am I on target? </li></ul><ul><li>YES! IF you </li></ul><ul><li>ALWAYS refer to your WIDA book and Can-Do Descriptors for each task and assessment </li></ul><ul><li>Decide which domain you will use to assess (Ex. speaking, listening, reading or writing) </li></ul><ul><li>Differentiate assignments with realistic objectives for ELL students in their classes </li></ul>
  30. 30. Are any OTHER letters important? <ul><li>Don’t forget </li></ul><ul><li>T.E.S.O.L. Standards </li></ul>
  31. 31. <ul><li>T.E.S.O.L. </li></ul><ul><ul><li>Teachers of English to Speakers of Other Languages </li></ul></ul><ul><li>TESOL's Mission and Values </li></ul><ul><ul><li>TESOL's mission is to develop and maintain professional expertise in English language teaching and learning for speakers of other languages worldwide. </li></ul></ul><ul><li>TESOL values </li></ul><ul><ul><li>professionalism in language education </li></ul></ul><ul><ul><li>individual language rights </li></ul></ul><ul><ul><li>accessible, high quality education </li></ul></ul><ul><ul><li>collaboration in a global community </li></ul></ul><ul><ul><li>interaction of research and reflective practice for educational improvement </li></ul></ul><ul><ul><li>respect for diversity and multiculturalism </li></ul></ul><ul><ul><ul><li>Source:http://www.tesol.org/s_tesol/index.asp </li></ul></ul></ul><ul><ul><ul><li>Source for all TESOL information slides:http://www.tesol.org/s_tesol/index.asp </li></ul></ul></ul>
  32. 32. TESOL Standards: The Facts @ <ul><li>Has language standards PreK – 12 </li></ul><ul><li>To be used ALONG with content standards </li></ul><ul><li>Focus on 3 GOALS : </li></ul><ul><ul><li>1. using English to communicate in social settings </li></ul></ul><ul><ul><li>2. using English to achieve academically in all content areas </li></ul></ul><ul><ul><li>3. using English in culturally appropriate ways </li></ul></ul><ul><li>How are the goals measured? </li></ul><ul><ul><li>Descriptors of behaviors students should show per goal </li></ul></ul><ul><ul><li>Progress indicators (assessable, observable performances) </li></ul></ul><ul><ul><li>Vignettes (real scenarios, instruction, discussion connecting standards to progress indicators) </li></ul></ul><ul><ul><li>Source: http://www.tesol.org/s_tesol/index.asp </li></ul></ul>
  33. 33. Strategies for ELL (and all) Students <ul><li>Vocabulary </li></ul><ul><ul><li>pre-teach important content vocabulary </li></ul></ul><ul><ul><li>use visual representations </li></ul></ul><ul><ul><li>build on prior knowledge/personal experience </li></ul></ul><ul><li>Simplify Documents/Directions </li></ul><ul><ul><li>annotate </li></ul></ul><ul><ul><li>provide summaries </li></ul></ul><ul><ul><li>introduce an assignment in pieces </li></ul></ul>
  34. 34. Strategies for ELL (and all) Students <ul><li>In-Class instruction </li></ul><ul><ul><li>utilize other students </li></ul></ul><ul><ul><li>slow down </li></ul></ul><ul><ul><li>chunk/condense assignments </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>annotate tests to clarify vocabulary </li></ul></ul><ul><ul><li>provide starting sentences for ORQs </li></ul></ul><ul><ul><li>Writing Wheel </li></ul></ul><ul><ul><li>**Always collaborate with your ESL professionals. Your students will win at assessment time! </li></ul></ul>
  35. 35. WHO YOU ARE MAKES A DIFFERENCE THE LIFE YOU CHANGE OTHERS WILL SEE UNFATHOMABLE ASCENT BECAUSE OF YOU IMPACT A STUDENT’S DESTINY BY CATHY YAUN
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