Integrating the Framework


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Integrating the Framework

  1. 1. Integrating the Framework <br />Strategies for Success in Your Foreign Language Classroom<br />1/26/2011<br />Alexandra Shaver<br />Early/Middle College at GTCC-Greensboro<br />1<br /><br />
  2. 2. NCNSP Common Instructional Framework:<br />Higher Level Questioning (Bloom’s Taxonomy)<br />Collaborative Group Work (roles, partners) <br />Classroom Talk<br />Scaffolding<br />Literacy Groups (Literature circles, etc.)<br />Write-to-learn (high stakes and low stakes writing)<br />1/26/2011<br />2<br />
  3. 3. Integrating the Framework:<br />Implement Sociocultural Learning<br />Teach Metacognition<br />Reinforce Literacy Skills<br />Scaffold Through Assessment<br />1/26/2011<br />3<br />
  4. 4. Vary Social Interactions: Harness and utilize the power of socialization in your class (classroom talk and collaborative group work).<br />1/26/2011<br />4<br />
  5. 5. 1 SocioculturalLearning(Classroom Talk, Collaborative Group Work)<br />Use students’ desire for peer interaction to promote meaningful discussion in the target language and about the target language. <br />Framework Protocols:<br />Block Party (Fiesta)*<br />Chalk Talk*<br />Wagon Wheel* (Fish Bowl, Inside/Outside, Speed Dating)<br />Collaborative Group Work with Roles<br />1/26/2011<br />5<br />
  6. 6. Sociocultural Learning (Classroom Talk, Collaborative Group Work)<br />Study Groups<br />Checklist:<br />Explanation<br />Roles and definitions<br />Same gender groups<br />Reflection handouts<br />1/26/2011<br />6<br />
  7. 7. Sociocultural Learning (Classroom Talk, Collaborative Group Work)<br />21st Century Skills <br />Behavior<br />Participation<br />Working in Groups<br />Work Completion<br />Self-Assess, Peer-Assess, Teacher Assess = ownership<br />1/26/2011<br />7<br />
  8. 8. Vary Social Interactions: 21st Century Life Skills and Character Education (Classroom Talk and Collaborative Group Work)<br />Evaluation Portfolio:<br />Standard 1A Teachers Demonstrate Leadership<br />Communicates to students the vision of being prepared for life in the 21st century.<br />Creates a classroom culture that empowers students to collaborate.<br />Encourages students to take responsibility for their own learning.<br />Empowers and encourages students to create and maintain a safe and supportive school and community environment.<br />1/26/2011<br />8<br />
  9. 9. Vary Social Interactions: 21st Century Life Skills and Character Education (Classroom Talk and Collaborative Group Work)<br />Evaluation Portfolio:<br />Standard 2 Teachers establish a respectful environment for a diverse population of students<br />A Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.<br />CTeachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive, appropriate relationships.<br />1/26/2011<br />9<br />
  10. 10. Sociocultural Learning (Classroom Talk, Collaborative Group Work)<br />Professional Task (Block Party): <br />What types of 21st Century/<br />Character Ed reinforcement <br />will give my students community ownership in the class atmosphere?<br />1/26/2011<br />10<br />
  11. 11. Adapting the Framework:<br />Teach Metacognition: Teach Students how to express their thinking and ask the right questions to enhance independent and collaborative learning <br />(Higher level thinking = higher level questioning).<br />1/26/2011<br />11<br />
  12. 12. 2 Teach Metacognition (Higher Order Questioning)<br />Framework Protocols<br />Bloom’s Taxonomy Question Stems**<br />Collaborative Groups (Study Groups)<br />1/26/2011<br />12<br />
  13. 13. Teach Metacognition (Higher Order Questioning)<br />S.A.T. Words <br />Analyze, synthesize, evaluate, etc.<br />Strategy for Decoding L2:<br />1 Statement of fact (observation or knowledge)<br />2 Conclusion (options or solution)<br />Repeat (cycle)<br />1/26/2011<br />13<br />
  14. 14. Integrating the Framework:<br />Teach Metacognition: S.A.T. words and thinking strategies (Higher level thinking = higher level questioning) <br />Evaluation Portfolio Standard<br />Standard 4 Teachers facilitate learning for their students<br />e. Teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.<br />1/26/2011<br />14<br />
  15. 15. Teach Metacognition (Higher Order Questioning)<br />PROFESSIONAL TASK (Collaborative Group Work): <br />1 Create a sentence for your L2 classes in which you will model how to analyze meaning.<br />2 Illustrate and explain a strategy that you are already using that has brought success for your students.<br />(Leader, Time-keeper, Recorder, Ambassador)<br />1/26/2011<br />15<br />
  16. 16. Adapting the Framework:<br />Reinforce Literacy Skills: Integrate basic literacy skills practice to enhance reading and culture (L1 reading strategies).<br />1/26/2011<br />16<br />
  17. 17. 3 Reinforce Literacy Skills (Literacy Groups)<br />Literacy skills should transfer from L1 to L2, but what about our students with poor L1 literacy skills?<br />Literacy Groups Roles <br />(Teaching Culture and Current Events)<br />Language specific techniques<br />Vowels and “Special Letters”<br />Fist pump written accents<br />1/26/2011<br />17<br />
  18. 18. Reinforce Literacy Skills (Literacy Groups)<br />6 Early Literacy Skills <br />Vocabulary <br />Print Motivation<br />Print Awareness<br />Narrative Skills<br />Letter Knowledge<br />Phonological Awareness<br />Reading First and SBRR (Scientifically Based Reading Research) 5 Skills<br />Fluency<br />Comprehension<br />Vocabulary<br />Phonemic Awareness<br />Phonics<br />1/26/2011<br />18<br />
  19. 19. Reinforce Literacy Skills (Literacy Groups)<br />Student Steps for vocabulary and comprehension:<br />1 Read: List Known and Unknown Words (define)<br />2 Reread: Write Details/facts (3-5)<br />3 Reread: Write main idea / theme in one word or phrase<br />1/26/2011<br />19<br />
  20. 20. Reinforce Literacy Skills (Literacy Groups)<br />Strategy Steps for vocabulary and comprehension:<br />1 Read text for vocabulary:<br />2 Underline / Write / Identify Cognates and Known Words<br />3 Circle / List Unknown words and define<br />4 Reread text for comprehension:<br />5 Highlight / Write / Translate details/facts (3-5)<br />6 Reread for summarizing<br />7 Write main idea / theme in one word or phrase<br />1/26/2011<br />20<br />
  21. 21. Integrating the Framework:<br />Reinforce Literacy Skills: 6 Early Literacy Skills, and Reading First 5 (L1 Reading Strategies)<br />Evaluation Portfolio Standard:<br />Standard 3 Teachers know the content they teach<br />“Middle and high school teachers incorporate literacy instruction within the content area or discipline.”<br />Incorporates a wide variety of literacy skills within content areas to enhance learning.<br />Makes necessary changes to instructional practice to improve student learning.<br />1/26/2011<br />21<br />
  22. 22. Reinforce Literacy Skills (Literacy Groups)<br />PROFESSIONAL TASK 2:<br />PROFESSIONAL TASK 1:<br />Design some tasks or reading strategies to promote Print Motivation in your L2 classes.<br />Post on wallwisher page:<br />Design a strategy to develop students’ narrative skills in your L2 classes. <br /><br />1/26/2011<br />22<br />
  23. 23. Adapting the Framework:<br />Scaffold through Assessment: Reach all students through transparent leveled tasks (scaffolding through assessment).<br />1/26/2011<br />23<br />
  24. 24. 4 Scaffold Through Assessment<br />Rubrics<br />Write to support Speech production <br />Anticipation Guides/Activities<br />Baby Stepping Production (short and long)<br />Lower to higher level questions/prompts<br />1/26/2011<br />24<br />
  25. 25. Scaffold Through Assessment<br />Guiding EQs<br />Clear Learning Targets<br />Learning Progressions<br />Me , We , 2/Few , You<br />R.A.F.T. Assignments<br />1/26/2011<br />25<br />
  26. 26. Scaffold Through Assessment<br />Assess for Mastery / Mastery Learning <br />(Classroom Assessment and Grading that Works! –Marzano)<br />Clear leveled tasks <br /> (Simple Tasks and Complex Tasks *)<br />Big Ideas and Catch Phrases <br />(-o goes with “yo”) <br />1/26/2011<br />26<br />
  27. 27. Scaffold Through Assessment<br />Advanced: <br />synthesizing complex ideas with previously learned contexts, grammar and vocabulary<br />displaying LAD advancement through the natural creation of new and extended communication patterns<br />Complex: <br />communicating using verbs serand estar appropriately when describing people and places<br />communicating using the proper conjugations for the verbs<br />Simple: <br />identifying proper descriptive use of verbs serand estar<br />mechanically conjugating the verbs for the proper subject pronoun or subject<br />1/26/2011<br />27<br />
  28. 28. 1/26/2011<br />28<br />
  29. 29. Scaffold for Success (Scaffolding)<br />PROFESSIONAL TASK: <br />Choose a topic from your L2 curriculum. Create a Learning Progression of Simple and Complex Tasks or a BIG IDEA / Catch Phrase. <br />Please save in a Word Document or PowerPoint Presentation format and email to . <br />Title: ScaffoldLanguageLevelTopic<br />1/26/2011<br />29<br />
  30. 30. Integrating the Framework:<br />Scaffold Through Assessment: Assessment for Mastery – Marzano’s “Classroom Assessment and Grading that Works!” (Scaffolding through assessment)<br />Evaluation Portfolio Standard<br />1/26/2011<br />30<br />
  31. 31. Scaffold for Success (Scaffolding)<br />PROFESSIONAL TASK: <br />Explore the “Assessment for Mastery” program developed and implemented for my classes last semester. <br />How might it be adapted to workin your classes? <br />What would you keep? <br />What would you change?<br />1/26/2011<br />31<br />
  32. 32. Integrating the Framework:<br />Evaluation Portfolio Standard<br />Standard V Teachers Reflect on their Practice<br />c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students.<br />1/26/2011<br />32<br />
  33. 33. Integrating the Framework:<br />Evaluation Portfolio Standard<br />Standard IV: Teachers facilitate learning for their students—<br />h. Teachers use a variety of methods to assess what each student has learned.Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st century assessment systems to inform instruction and demonstrate evidence of students’ 21st century knowledge, skills, performance, and dispositions.<br />1/26/2011<br />33<br />
  34. 34. (sociocultural learning, teaching metacognition, literacy skills, scaffolding through assessment) Parking Lots<br />2 On a sticky note:<br />1 On a sticky note:<br />What topic would you like to explore on a collaborative professional team …?<br />Include email for group contact coordination.<br />Which strategy will you most easily integrate intoyour classes during this marking period?<br />1/26/2011<br />34<br />