Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

2011 TESOL Skillset for Multilevel Instruction (Colloquium)

1,213 views

Published on

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.

Published in: Education, Technology
  • Be the first to comment

2011 TESOL Skillset for Multilevel Instruction (Colloquium)

  1. 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. 2. Introductions: Panelists <ul><li>• Sylvia Ramirez </li></ul><ul><li>MiraCosta College </li></ul><ul><li>• Rob Jenkins </li></ul><ul><li>Santa Ana College School of Continuing Education </li></ul><ul><li>• Jayme Adelson-Goldstein </li></ul><ul><li>Lighthearted Learning </li></ul><ul><li>• Donna Moss </li></ul><ul><li>Arlington Education and Employment Program (REEP) </li></ul><ul><li>• Lynn Savage </li></ul><ul><li>City College of San Francisco (Retired) </li></ul>
  3. 3. Getting to Know You <ul><li>Your role: </li></ul><ul><li>• teacher </li></ul><ul><li>• coordinator </li></ul><ul><li>• administrator </li></ul><ul><li>• a combination </li></ul>
  4. 4. Getting to Know You <ul><li>Your students: </li></ul><ul><li>• adult </li></ul><ul><li>• secondary </li></ul><ul><li>• intensive programs </li></ul><ul><li>• other </li></ul>
  5. 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. 6. M u L t i l e v e l Concepts <ul><li>Level-specific: “Every class is a multilevel class” </li></ul><ul><li>Non level-specific: “One-room school house” </li></ul><ul><li>Thematic approach </li></ul><ul><li>Whole class opening and closing activities </li></ul><ul><li>Breakout time for level-specific groups </li></ul><ul><li>Breakout time for mixed-level groups </li></ul>
  7. 7. Multilevel Classes: An Opportunity for Learners <ul><li>• Less proficient have an opportunity to interact with more proficient. </li></ul><ul><li>• More proficient benefit by using their English skills to help less proficient. </li></ul><ul><li>• Students learn to work together across differences. </li></ul><ul><li>• Students develop learning communities in which they learn from each other’s strengths. </li></ul><ul><li>- from “Promoting Success of Multilevel ESL Classes: What Teachers and Administrators Can Do” CAELA Brief April 2006 </li></ul>
  8. 8. Single-Level ESOL Classes Multilevel ESOL Classes <ul><li>Goal Setting </li></ul><ul><li>Learner-Centered </li></ul><ul><li>Task-Based </li></ul><ul><li>Cooperative Groups </li></ul><ul><li>Contextualized Learning </li></ul><ul><li>Assessment of Learning Outcomes </li></ul>
  9. 9. <ul><li>Broad spectrum of proficiencies </li></ul><ul><li>Distinct levels within the class </li></ul><ul><li>Different curriculum/material for different levels </li></ul><ul><li>Lesson plans and assessments that address these issues </li></ul>Single-Level ESOL Classes Multilevel ESOL Classes <ul><li>Goal Setting </li></ul><ul><li>Learner-Centered </li></ul><ul><li>Task-Based </li></ul><ul><li>Cooperative Groups </li></ul><ul><li>Contextualized Learning </li></ul><ul><li>Assessment of Learning Outcomes </li></ul>
  10. 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. 11. Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration Organizing Instruction
  12. 12. Systemize lessons and materials Seek Support (Administration, colleagues, technology, students) Pace lesson activities appropriately Skills we need to Organize Instruction
  13. 13. Thinking of Multilevel instruction…
  14. 14. And reimagining it as an orchestra…
  15. 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
  17. 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
  18. 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
  19. 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
  20. 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
  21. 22. Plan lessons around a single theme or topic Systemizing
  22. 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
  23. 24. Students will be able to… Systemizing
  24. 25. Systemizing
  25. 26. Systemizing
  26. 27. <ul><li>Peer Dictation </li></ul><ul><li>Surveys </li></ul><ul><li>Interviews </li></ul>Systemizing
  27. 28. <ul><li>Peer Dictation </li></ul><ul><li>Surveys </li></ul><ul><li>Interviews </li></ul>Systemizing
  28. 30. Pacing
  29. 31. Pacing
  30. 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
  31. 33. We ’ ll come back together in: 20 min. Pacing
  32. 35. Support
  33. 36. <ul><li>Materials with answer keys </li></ul><ul><li>Predictable structure of materials </li></ul><ul><li>Clear delineation of group tasks </li></ul><ul><li>Audio programs </li></ul>Support
  34. 37. ✔ Agency or Regional ML networks ✔ Newsletters and Blogs ✔ Regional TESOL Listservs ✔ Social Networks Support
  35. 38. Organizing Instruction Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration
  36. 39. Reduce Level Stigma Delegate Classroom Responsibilities Employ Cooperative Learning Techniques Create a Learner-Centered Environment Skills needed to Build Community/Collaboration
  37. 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
  38. 42. We’re in it together…
  39. 43. Learner-Centered Instruction
  40. 44. “ I want the paper for the other group.” - student in adult ML ESL class
  41. 45. <ul><li>Identify similarities and common goals and needs among all students. </li></ul><ul><li>Do whole class activities and presentations. </li></ul><ul><li>Avoid always resorting to mentor/mentee relationships for cross-ability activities. </li></ul>Reduce Level Stigma
  42. 46. <ul><li>Use colored folders or colored cards instead of labeling levels. </li></ul><ul><li>Identify and address student needs in all skill levels. </li></ul>Reduce Level Stigma
  43. 47. “ When we engage our students in cooperative learning, they are developing cooperative skills.” David Johnson & Roger Johnson
  44. 48. <ul><ul><li>Active Listening </li></ul></ul><ul><ul><li>Paraphrasing </li></ul></ul><ul><ul><li>Checking for Understanding </li></ul></ul><ul><ul><li>Resolving Conflicts </li></ul></ul><ul><ul><li>Building Consensus </li></ul></ul><ul><ul><li>Expressing Appreciation </li></ul></ul>Cooperative Learning
  45. 49. <ul><ul><li>“ positive interdependence” </li></ul></ul><ul><ul><li>“ individual accountability” </li></ul></ul><ul><li>David Johnson & Roger Johnson </li></ul>
  46. 50. <ul><ul><li>Have a common goal </li></ul></ul><ul><ul><li>Shared Resources </li></ul></ul><ul><ul><li>Rewards </li></ul></ul>Cooperative Learning
  47. 51. <ul><ul><li>Quiet Signal </li></ul></ul><ul><ul><li>Time Limits </li></ul></ul><ul><ul><li>Numbered Heads </li></ul></ul><ul><ul><li>Students Police Themselves </li></ul></ul><ul><ul><li>Classroom Tasks/Teams </li></ul></ul>Cooperative Learning
  48. 52. <ul><ul><li>Roles </li></ul></ul><ul><ul><ul><li>Specific to task or … </li></ul></ul></ul><ul><ul><ul><li>Facilitator </li></ul></ul></ul><ul><ul><ul><li>Time Keeper </li></ul></ul></ul><ul><ul><ul><li>Recorder </li></ul></ul></ul><ul><ul><ul><li>Questioner </li></ul></ul></ul><ul><ul><ul><li>Reporter </li></ul></ul></ul><ul><ul><ul><li>Others </li></ul></ul></ul>Cooperative Learning
  49. 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
  50. 54. <ul><li>M eeting </li></ul><ul><li>Greeting </li></ul><ul><li>Teaching </li></ul><ul><li>Doing Tasks </li></ul><ul><li>Mentoring </li></ul><ul><li>Leading Groups </li></ul>• Other Responsibilities Delegating
  51. 55. Organizing Instruction Organizing Instruction Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration Targeting Instruction to Different Proficiency Levels
  52. 56. Higher-Level Learners Mid-level Learners Lower-level learners Targeting Instruction to Different Proficiency Levels
  53. 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
  54. 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
  55. 59. Level teacher-to-student communication Level student-to-student communication Develop a repertoire of “leveling strategies” SKILLS WE NEED TO TARGET INSTRUCTION
  56. 61. Teacher-to Student Leveled Instruction
  57. 62. OUR GROUP
  58. 63. <ul><li>Help student learn how to use different expressions and non-verbal behaviors to… </li></ul><ul><li>Agree </li></ul><ul><li>Disagree </li></ul><ul><li>Manage their time </li></ul><ul><li>Stay on task </li></ul><ul><li>Interrupt </li></ul><ul><li>Encourage, </li></ul><ul><li>etc . </li></ul>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
  59. 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
  60. 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?!!
  61. 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
  62. 68. <ul><li>Reading Tasks : non-narrative and narrative reading </li></ul><ul><li>Circling and underlining within the story or non-narrative text </li></ul><ul><li>Sequencing and retelling stories with pictures and sentences strips </li></ul><ul><li>Paired readings with one level for A, another level for B </li></ul>Leveling Strategies
  63. 69. <ul><li>Writing Tasks : </li></ul><ul><li>from labeling to composition </li></ul><ul><li>Lower-level: words, phrases </li></ul><ul><li>Mid-level: writing connected sentences </li></ul><ul><li>Higher-level: complex sentences, questions and answers, paragraphs </li></ul>Leveling Strategies
  64. 70. Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Building Community/Collaboration Organizing Instruction Using Materials and Technology
  65. 71. Using Materials & Technology Adapt Integrate Evaluate Create
  66. 72. <ul><li>Different materials for different levels </li></ul><ul><ul><li>Authentic reading materials </li></ul></ul><ul><ul><li>Thematic/leveled readings </li></ul></ul><ul><ul><li>Worksheets </li></ul></ul><ul><ul><li>CDs or other audio programs </li></ul></ul>Using Materials and Technology
  67. 73. <ul><li>Same materials, different expectations </li></ul><ul><ul><li>Visuals, Realia </li></ul></ul><ul><ul><li>Picture dictionaries </li></ul></ul><ul><ul><li>DVDs </li></ul></ul><ul><ul><li>CDs or other audio programs </li></ul></ul>Using Materials and Technology
  68. 74. <ul><li>Different materials for different levels </li></ul><ul><li>Same materials, different expectations </li></ul><ul><ul><li>Evaluate </li></ul></ul><ul><ul><li>Adapt </li></ul></ul><ul><ul><li>Create </li></ul></ul>I have just one textbook for my multilevel class! Using Materials and Technology
  69. 75. 1 2 3 Adjustments Language development   Vocabulary   Grammar   Learning styles    Communicative practice 
  70. 76. <ul><li>Maximize the use of the visuals. </li></ul>Adapt
  71. 77. <ul><li>Unit Vocabulary Flashcards </li></ul><ul><ul><li>Low: picture and word </li></ul></ul><ul><ul><li>Mid: picture, word, and sentence </li></ul></ul><ul><ul><li>High: picture or word, sentence, </li></ul></ul><ul><ul><li>part of speech, etc . </li></ul></ul>Adapt Create
  72. 78. <ul><li>Create a dialogue with the class before using the text dialogue. </li></ul><ul><li>Likeability Groups </li></ul><ul><ul><li>Low: work with class-created dialogue </li></ul></ul><ul><ul><li>Mid and high: work with the class’ and then text’s dialogue, compare and contrast </li></ul></ul><ul><ul><li>High: create dialogue for a different scenario & share with the class. </li></ul></ul>Adapt Create
  73. 79. <ul><li>What support do your students need to understand what they hear? </li></ul><ul><li>Vary the comprehension questions </li></ul><ul><ul><li>Yes/no, either/or, Wh- </li></ul></ul><ul><ul><li>General information, details, summaries </li></ul></ul>Adapt Evaluate
  74. 80. My job is already complicated by teaching a multilevel class, so why make it more complicated? Integrate
  75. 81. Integrate
  76. 82. <ul><li>Differentiating lab tasks by: </li></ul><ul><ul><li>ability </li></ul></ul><ul><ul><li>individual goals/interests </li></ul></ul><ul><ul><li>learning style/preference </li></ul></ul><ul><ul><li>project tasks </li></ul></ul>Integrate Evaluate
  77. 83. Integrate
  78. 85. <ul><li>Stations </li></ul><ul><li>Pair work </li></ul>I have just one computer for my multilevel class! Integrate
  79. 86. Integrate
  80. 88. Using Materials and Technology Targeting Instruction to Different Proficiency Levels Building Community/Collaboration Organizing Instruction Monitoring and Assessing Progress
  81. 89. What Teachers Need to be able to do Measure ongoing progress Document gains Make decisions about promotion
  82. 90. <ul><li>Measure how? </li></ul><ul><li>Measure what? </li></ul><ul><li>Challenges </li></ul>Measuring Ongoing progress
  83. 91. <ul><li>Content </li></ul><ul><li>• “ Competencies” </li></ul><ul><li>• Life skills </li></ul><ul><li>• Academic skills </li></ul><ul><li>• What else? </li></ul><ul><li>Language Skills </li></ul><ul><li>• Listening </li></ul><ul><li>• Speaking </li></ul><ul><li>Reading </li></ul><ul><li>Writing </li></ul><ul><li>What else? </li></ul>Measuring Ongoing progress
  84. 92. <ul><li>Learner Evaluates </li></ul><ul><li>• Checklists </li></ul><ul><li>• Learning logs </li></ul><ul><li>• K W L charts </li></ul><ul><li>• Using Visuals </li></ul><ul><li>• Audio recordings </li></ul><ul><li>• Learning stations </li></ul><ul><li>• Dialogue journals </li></ul><ul><li>• Portfolios </li></ul>Teacher Evaluates • Tests • Checklists • Observation measures • Surveys / Interviews • Audio recordings Measuring Ongoing progress
  85. 93. <ul><li>Vocabulary </li></ul><ul><li>Check the words you know. </li></ul><ul><li>aunt  father  husband </li></ul><ul><li>Skills and functions Read the sentences. </li></ul><ul><li>Check what you know. </li></ul><ul><li>I can use simple present to talk about everyday activities. </li></ul><ul><li>(I study from 3:00 to 6:00 every day.) </li></ul><ul><li>I can read a form with personal information </li></ul>✔ ✔ ✔
  86. 94. <ul><li>Things I learned today: </li></ul><ul><li>Things that were easy for me today: </li></ul><ul><li>Things that were hard for me today: </li></ul>Measuring Ongoing progress (time) (focus) (ranking)
  87. 95. <ul><li>Know </li></ul>Want to Know Learned
  88. 96. Classic Classroom Activities (Oxford 2008) Weiss, et al. p. 90
  89. 97. Oxford Picture Dictionary 2e (2008) p. 7 A classroom <ul><li>All 5 questions have answers. </li></ul><ul><li>Answers are comprehensible </li></ul><ul><li>4-5 answers are accurate </li></ul><ul><li>2-3 answers are accurate </li></ul><ul><li>1 answer is accurate </li></ul>
  90. 98. Oxford Picture Dictionary 2e (2008) p. 7 A classroom
  91. 100. <ul><li>Vocabulary </li></ul><ul><li>Check the words you know. </li></ul><ul><li>aunt  father  husband </li></ul><ul><li>Skills and functions Read the sentences. </li></ul><ul><li>Check what you know. </li></ul><ul><li>I can use simple present to talk about everyday activities. </li></ul><ul><li>(I study from 3:00 to 6:00 every day.) </li></ul><ul><li>I can read </li></ul>
  92. 101. <ul><li>Why document? </li></ul><ul><li>Document what and how? </li></ul><ul><li>Challenges </li></ul>Document Gains
  93. 102. Jayme, placeholder for NRS levels Document Gains
  94. 103. Promotion to Higher Levels <ul><li>Test what? </li></ul><ul><li>Test How? </li></ul><ul><li>Challenges? </li></ul>
  95. 104. What Teachers Need to be able to do MEASURE PROGRESS DOCUMENT GAINS PROMOTE
  96. 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.
  97. 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
  98. 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
  99. 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

×