Building Language Interest, Confidence, Motivation and Skills: Supporting Struggling Students by Using Focused Small Groups to Differentiate Instruction
This document discusses strategies for supporting struggling Chinese language students using small group instruction. It outlines how the Chinese Language Support program at the Chinese American International School works, including evaluating students' needs, designing instruction plans, and implementing lessons. Two case studies are presented that focus on character recognition and speaking. Specific activities are described such as using radicals, drawing pictures, drills, and games to help students with characters, and communication drills to build speaking skills. Resources for additional support include iPad apps and books on supporting struggling language learners.
Total Physical Response is a language teaching method developed by James Asher in the 1970s that uses kinesthetic learning and physical motions to help children acquire a new language. It focuses on having students listen and respond through actions to teacher commands to build vocabulary and grammar structures in a low-pressure environment. While it can be fun and help improve vocabulary and evaluation for beginners, it is also time-consuming and repetitive and may not be suitable for teaching more advanced concepts or causing embarrassment for some students.
The document summarizes an educator improvement meeting discussing four second basic classes and their diagnostic test results. It provides details on the diagnostic test administered in April, evaluating students on separate skills and integrated production/comprehension domains. Test results for each class are presented. The document also outlines curricular advantages and proposals for the four classes, including using cooperative learning strategies, projects involving family/environment, school trips, and the use of body language by preschool teachers.
2015 powerpoint latest workshop power pointBlaine Ray
This document provides guidance for creating and implementing Total Physical Response Storytelling (TPRS) lessons. It discusses focusing on story details rather than language, using circling techniques to reinforce comprehension, planning stories with background information and problems to solve, and reading and discussing stories with students in target languages. TPRS lessons should be highly interactive, include dramatization and props to increase engagement, and incorporate techniques like circling, adding characters, and reviewing details to build fluency.
This class plan aims to teach students vocabulary and structures related to introducing someone and asking their age through cooperative activities. The objectives are conceptual, focusing on acquiring this vocabulary and using verb "to be", as well as procedural in developing writing skills. Attitudinally, it aims to promote cooperative work and respect. Key activities include playing Hangman to practice vocabulary, exercises to reinforce grammar structures, reading an email to extract information and writing their own email introducing a friend. Assessment will be both formative through participation and summative through a created text, using the textbook and notebooks to evaluate comprehension and language use.
There were three key points covered in the document:
1. TPRS is a method of teaching a second language that uses interactive stories with comprehensible input to help students feel like they are understanding.
2. When teaching using TPRS, teachers focus on circling or asking repetitive questions about details of the story to help students comprehend, and may add characters or locations to the story if students show breakdown in understanding.
3. Effective TPRS lessons include planning techniques like comparing parallel characters, adding specific and surprising details to stories, and focusing lessons on a few high-frequency words or structures to practice.
There were three key parts to planning a TPRS lesson:
1. Begin with background information on characters to set up the story. Add details about characters through questions.
2. Introduce a problem where a character wants or needs something. Have an unsuccessful attempt to solve the problem.
3. Resolve the problem by having the character go somewhere else to successfully solve the problem. The story ends when the problem is solved.
The document outlines a teacher's classroom management system which uses students to help enforce rules and monitor behavior. There are two levels of rules - high alert rules enforced by the teacher and low alert rules enforced by students through classroom roles. Students are given points for good behavior and lose points for infractions which are tracked in a daily log. The system aims to keep students engaged and accountable through gamification while reducing the teacher's workload.
The document provides guidance on using the TPRS (Teaching Proficiency through Reading and Storytelling) method for teaching second languages. Some key points:
- TPRS focuses on providing comprehensible input through interactive stories to immerse students in the language without focusing on grammar rules.
- It emphasizes comprehension over production, making every word understood and repetitive. Stories are told a sentence at a time to ensure student understanding before moving on.
- "Circling" is used to repetitively practice the language through asking clarifying questions about the details of the story. This builds fluency unconsciously as students focus on the story rather than the language.
- Studies have shown TPRS students
Total Physical Response is a language teaching method developed by James Asher in the 1970s that uses kinesthetic learning and physical motions to help children acquire a new language. It focuses on having students listen and respond through actions to teacher commands to build vocabulary and grammar structures in a low-pressure environment. While it can be fun and help improve vocabulary and evaluation for beginners, it is also time-consuming and repetitive and may not be suitable for teaching more advanced concepts or causing embarrassment for some students.
The document summarizes an educator improvement meeting discussing four second basic classes and their diagnostic test results. It provides details on the diagnostic test administered in April, evaluating students on separate skills and integrated production/comprehension domains. Test results for each class are presented. The document also outlines curricular advantages and proposals for the four classes, including using cooperative learning strategies, projects involving family/environment, school trips, and the use of body language by preschool teachers.
2015 powerpoint latest workshop power pointBlaine Ray
This document provides guidance for creating and implementing Total Physical Response Storytelling (TPRS) lessons. It discusses focusing on story details rather than language, using circling techniques to reinforce comprehension, planning stories with background information and problems to solve, and reading and discussing stories with students in target languages. TPRS lessons should be highly interactive, include dramatization and props to increase engagement, and incorporate techniques like circling, adding characters, and reviewing details to build fluency.
This class plan aims to teach students vocabulary and structures related to introducing someone and asking their age through cooperative activities. The objectives are conceptual, focusing on acquiring this vocabulary and using verb "to be", as well as procedural in developing writing skills. Attitudinally, it aims to promote cooperative work and respect. Key activities include playing Hangman to practice vocabulary, exercises to reinforce grammar structures, reading an email to extract information and writing their own email introducing a friend. Assessment will be both formative through participation and summative through a created text, using the textbook and notebooks to evaluate comprehension and language use.
There were three key points covered in the document:
1. TPRS is a method of teaching a second language that uses interactive stories with comprehensible input to help students feel like they are understanding.
2. When teaching using TPRS, teachers focus on circling or asking repetitive questions about details of the story to help students comprehend, and may add characters or locations to the story if students show breakdown in understanding.
3. Effective TPRS lessons include planning techniques like comparing parallel characters, adding specific and surprising details to stories, and focusing lessons on a few high-frequency words or structures to practice.
There were three key parts to planning a TPRS lesson:
1. Begin with background information on characters to set up the story. Add details about characters through questions.
2. Introduce a problem where a character wants or needs something. Have an unsuccessful attempt to solve the problem.
3. Resolve the problem by having the character go somewhere else to successfully solve the problem. The story ends when the problem is solved.
The document outlines a teacher's classroom management system which uses students to help enforce rules and monitor behavior. There are two levels of rules - high alert rules enforced by the teacher and low alert rules enforced by students through classroom roles. Students are given points for good behavior and lose points for infractions which are tracked in a daily log. The system aims to keep students engaged and accountable through gamification while reducing the teacher's workload.
The document provides guidance on using the TPRS (Teaching Proficiency through Reading and Storytelling) method for teaching second languages. Some key points:
- TPRS focuses on providing comprehensible input through interactive stories to immerse students in the language without focusing on grammar rules.
- It emphasizes comprehension over production, making every word understood and repetitive. Stories are told a sentence at a time to ensure student understanding before moving on.
- "Circling" is used to repetitively practice the language through asking clarifying questions about the details of the story. This builds fluency unconsciously as students focus on the story rather than the language.
- Studies have shown TPRS students
Spangroup1withlatestpobreana 110713060302-phpapp01[1]Blaine Ray
This document outlines the procedures and roles for two Spanish groups participating in a TPRS (Teaching Proficiency through Reading and Storytelling) activity. Each group will take turns telling a story in five parts. The storytellers will ask questions of student actors to check and advance the details in the story, which involves characters trying to solve a problem. The group members will work together to start the story, introduce characters and settings, present a problem, make an unsuccessful attempt to solve it, and finally resolve the problem through dialogue.
This document provides guidance on using the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching a second language. It discusses key principles of TPRS including using comprehensible input through interactive storytelling, repetition, and maintaining student interest. It emphasizes focusing on fluency over accuracy and having students pick up language unconsciously through stories. The document also provides examples of techniques for starting a story, asking questions to students and actors, and "circling" or repetitively practicing language through questioning.
The document provides modifications and strategies for teaching various language arts skills. It suggests using show and tell, providing editing checklists, and the COPS editing model to develop verbal language and proofreading skills. For reading, it recommends comprehension questions, character analysis, and picture walks. Suggestions for spelling, handwriting, and increasing word usage are also included, such as highlighting letter shapes and using word banks.
This period focused on introductions, building grammar, reading, writing, listening, and teamwork skills. Students practiced creativity by changing song lyrics, making group videos, and presenting autobiographies. They are also preparing for the TOEFL exam.
SSP (Speech Sound Pics) Phonics from the Reading whisperer.
Please save to your computer in order to hear audio, and view animations and songs.
ALL Jolly Phonics songs available on www.youtube.com/soundpics - email to ask how to download to your computer.
Free lessons, resources and support for teachers and parents
www.readingteachertraining.com
www.facebook.com/readaustralia
Natalia Belousova: Dogme in the classroom doing drama devised by studentsTrendy English
The workshop demonstrates ways of effective integration of theatrical performance elements created by teenage students into a General English language course.
The participants will have a chance to analyse how a theatrical performance generated by students can allow the teacher to devolve their responsibility for classroom procedures and help students break language barriers. The combination of the main tenets of the Dogme approach with the concept of theatre as ‘mirrored life’ enables a lot of language to emerge in the classroom, giving the teacher an opportunity to work on the students’ interlanguage and cover the grammatical and lexical material prescribed by most syllabuses. The presented way of teaching can also help students fight their phobias of answering too personal questions frequently found in coursebooks, let them share what matters to them and adapt learning to their own needs. Experiencing and discussing elements of the theatre-based syllabus designed by the presenter, those attending the workshop will take a look at an alternative way of practising Dogme in the classroom.
The goal is for participants to walk away with concrete ideas for their own classes.
This document discusses a lesson plan focused on teaching academic vocabulary words to elementary students. It lists vocabulary words like plot, setting, character, and problem. It then provides suggestions for reviewing vocabulary words in class through sentence writing, flashcards, and partner work. Formative and summative assessments are mentioned to check student understanding, such as a reflective writing piece and end of unit test. Ways to determine if students understand and can use the vocabulary words include having them use words in sentences, apply words to stories, and pronounce words correctly.
This risk assessment document identifies potential hazards students may face while filming and taking photographs for a college media studies course. The hazards include slipping on stairs, obstructing pedestrian traffic near a brick wall, congestion in a small blue screen room, and slipping on muddy crates. Control measures are outlined to mitigate each risk, such as being careful on the stairs, only taking photos when no students are nearby the wall, using the blue screen room one group at a time, and only taking photos on dry days near the crates. The document also proposes additional control actions like coordinating with teachers about student break times and having a teacher available to assist any injured students.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
The document is an education services brochure that provides summaries of various services offered including:
- Curriculum development services to free up teachers' time, including assistance with identifying, producing, delivering and evaluating curricula.
- Co-curricular and holiday programs focused on life skills like speech/drama, leadership programs, and English language clubs.
- English language programs using Cambridge syllabus and teachers to integrate into the schools' timetables.
- Specialist teachers for learning disabilities support, including diagnosis, learning support teachers, and resources for teachers and parents.
- Recruitment services for sourcing qualified educators and conducting candidate screening, interviews, referrals and retention services.
The document discusses how technology can help narrow achievement gaps for underachieving students in secondary schools. It identifies gaps in competencies, opportunities, and achievement compared to more successful learners. These include failing to meet national benchmarks or achieve personal potential. The use of video in small groups is highlighted, allowing students to collaborate and communicate their learning individually but scientifically correctly.
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
Presentation delivered by Timothy M. Renick (Georgia State University) on March 2, 2015.
ABSTRACT
Through the proactive use of data and analytics, Georgia State University has designed a series of interventions which have been partly responsible for raising institutional graduation rates by 22 percentage points. Large-scale programs have included transforming all 7,500 seats in pre-calculus math courses into a hybrid format using adaptive learning (responsible for cutting DWF rates in these courses in half over a five-year period), implementing financial counseling and academic-skills interventions for students who lose the Hope scholarship (which has helped to double the graduation rates for these students), and developing an advising system based on predictive analytics which tracks all undergraduates daily (and which has produced a 5-point increase in semester-to semester retention).
1) The Developmental Algebra Project aimed to reduce attrition and improve pass rates in remedial math courses through study skills training and peer coaching of at-risk students.
2) At-risk students were identified using a diagnostic test, survey, and observations and then assigned peer coaches. Peer coaches met weekly with students to review work and prepare for tests.
3) The treatment group that received study skills training and peer coaching had significantly higher retention rates compared to the control group. However, there was no significant difference in pass rates between the groups. Peer coaching seemed to positively impact pass rates based on number of sessions attended.
The document provides guidelines for The Bridge Project summer program for grade school and junior high students. It specifies that grade school participants must be in 4th through 6th grade or 9 years old, while junior high participants must be in 7th through 9th grade. It requires parents to sign a hold harmless agreement and acknowledges that the program does not provide accident insurance. It allows photographs of participants to be used for promotional purposes and outlines basic rules of behavior. It provides the schedule, dates, contact information and registration form for the program.
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
Assessment tools in CLIL (Content and Language Integrated Learning) include performance tasks, portfolios, checklists, observations, and other methods to help students learn and measure their progress. Portfolios involve students in the assessment process and help develop self-reflection, critical thinking, and content knowledge. Selection criteria for portfolios are linked to learning outcomes and demonstrate student progress, effort, and results. Performance tasks present complex real-world problems for students to solve and include a tangible product for evaluation.
In a Fl. school district where up to 57% of 6th-8th grade students have been failing math and reading we as a community set out to force the changes we want to see in our community. This is an overview of that plan.
Exceptional students include those who are gifted, talented, or creative. They often demonstrate advanced language, cognitive, and problem-solving skills. Teaching strategies for exceptional students include enrichment, acceleration, and curriculum differentiation. Special needs students may have learning difficulties, underachievement, or disabilities. They receive support through mainstreaming, special schools, or alternative schools to meet their individual needs. The goal is providing the least restrictive environment possible while ensuring students get the support required.
Dyslexia is a lifelong neurological condition that causes difficulties with reading, writing, organization, and other skills. It affects people in varying degrees from mild to severe. While dyslexia cannot be cured, people can develop strategies to overcome challenges. The document provides indicators of dyslexia in adults and guidelines for making text and websites more accessible for those with dyslexia, such as using non-serif fonts and clear navigation. It also lists resources for learning more about dyslexia awareness and support.
Spangroup1withlatestpobreana 110713060302-phpapp01[1]Blaine Ray
This document outlines the procedures and roles for two Spanish groups participating in a TPRS (Teaching Proficiency through Reading and Storytelling) activity. Each group will take turns telling a story in five parts. The storytellers will ask questions of student actors to check and advance the details in the story, which involves characters trying to solve a problem. The group members will work together to start the story, introduce characters and settings, present a problem, make an unsuccessful attempt to solve it, and finally resolve the problem through dialogue.
This document provides guidance on using the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching a second language. It discusses key principles of TPRS including using comprehensible input through interactive storytelling, repetition, and maintaining student interest. It emphasizes focusing on fluency over accuracy and having students pick up language unconsciously through stories. The document also provides examples of techniques for starting a story, asking questions to students and actors, and "circling" or repetitively practicing language through questioning.
The document provides modifications and strategies for teaching various language arts skills. It suggests using show and tell, providing editing checklists, and the COPS editing model to develop verbal language and proofreading skills. For reading, it recommends comprehension questions, character analysis, and picture walks. Suggestions for spelling, handwriting, and increasing word usage are also included, such as highlighting letter shapes and using word banks.
This period focused on introductions, building grammar, reading, writing, listening, and teamwork skills. Students practiced creativity by changing song lyrics, making group videos, and presenting autobiographies. They are also preparing for the TOEFL exam.
SSP (Speech Sound Pics) Phonics from the Reading whisperer.
Please save to your computer in order to hear audio, and view animations and songs.
ALL Jolly Phonics songs available on www.youtube.com/soundpics - email to ask how to download to your computer.
Free lessons, resources and support for teachers and parents
www.readingteachertraining.com
www.facebook.com/readaustralia
Natalia Belousova: Dogme in the classroom doing drama devised by studentsTrendy English
The workshop demonstrates ways of effective integration of theatrical performance elements created by teenage students into a General English language course.
The participants will have a chance to analyse how a theatrical performance generated by students can allow the teacher to devolve their responsibility for classroom procedures and help students break language barriers. The combination of the main tenets of the Dogme approach with the concept of theatre as ‘mirrored life’ enables a lot of language to emerge in the classroom, giving the teacher an opportunity to work on the students’ interlanguage and cover the grammatical and lexical material prescribed by most syllabuses. The presented way of teaching can also help students fight their phobias of answering too personal questions frequently found in coursebooks, let them share what matters to them and adapt learning to their own needs. Experiencing and discussing elements of the theatre-based syllabus designed by the presenter, those attending the workshop will take a look at an alternative way of practising Dogme in the classroom.
The goal is for participants to walk away with concrete ideas for their own classes.
This document discusses a lesson plan focused on teaching academic vocabulary words to elementary students. It lists vocabulary words like plot, setting, character, and problem. It then provides suggestions for reviewing vocabulary words in class through sentence writing, flashcards, and partner work. Formative and summative assessments are mentioned to check student understanding, such as a reflective writing piece and end of unit test. Ways to determine if students understand and can use the vocabulary words include having them use words in sentences, apply words to stories, and pronounce words correctly.
This risk assessment document identifies potential hazards students may face while filming and taking photographs for a college media studies course. The hazards include slipping on stairs, obstructing pedestrian traffic near a brick wall, congestion in a small blue screen room, and slipping on muddy crates. Control measures are outlined to mitigate each risk, such as being careful on the stairs, only taking photos when no students are nearby the wall, using the blue screen room one group at a time, and only taking photos on dry days near the crates. The document also proposes additional control actions like coordinating with teachers about student break times and having a teacher available to assist any injured students.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
The document is an education services brochure that provides summaries of various services offered including:
- Curriculum development services to free up teachers' time, including assistance with identifying, producing, delivering and evaluating curricula.
- Co-curricular and holiday programs focused on life skills like speech/drama, leadership programs, and English language clubs.
- English language programs using Cambridge syllabus and teachers to integrate into the schools' timetables.
- Specialist teachers for learning disabilities support, including diagnosis, learning support teachers, and resources for teachers and parents.
- Recruitment services for sourcing qualified educators and conducting candidate screening, interviews, referrals and retention services.
The document discusses how technology can help narrow achievement gaps for underachieving students in secondary schools. It identifies gaps in competencies, opportunities, and achievement compared to more successful learners. These include failing to meet national benchmarks or achieve personal potential. The use of video in small groups is highlighted, allowing students to collaborate and communicate their learning individually but scientifically correctly.
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
Presentation delivered by Timothy M. Renick (Georgia State University) on March 2, 2015.
ABSTRACT
Through the proactive use of data and analytics, Georgia State University has designed a series of interventions which have been partly responsible for raising institutional graduation rates by 22 percentage points. Large-scale programs have included transforming all 7,500 seats in pre-calculus math courses into a hybrid format using adaptive learning (responsible for cutting DWF rates in these courses in half over a five-year period), implementing financial counseling and academic-skills interventions for students who lose the Hope scholarship (which has helped to double the graduation rates for these students), and developing an advising system based on predictive analytics which tracks all undergraduates daily (and which has produced a 5-point increase in semester-to semester retention).
1) The Developmental Algebra Project aimed to reduce attrition and improve pass rates in remedial math courses through study skills training and peer coaching of at-risk students.
2) At-risk students were identified using a diagnostic test, survey, and observations and then assigned peer coaches. Peer coaches met weekly with students to review work and prepare for tests.
3) The treatment group that received study skills training and peer coaching had significantly higher retention rates compared to the control group. However, there was no significant difference in pass rates between the groups. Peer coaching seemed to positively impact pass rates based on number of sessions attended.
The document provides guidelines for The Bridge Project summer program for grade school and junior high students. It specifies that grade school participants must be in 4th through 6th grade or 9 years old, while junior high participants must be in 7th through 9th grade. It requires parents to sign a hold harmless agreement and acknowledges that the program does not provide accident insurance. It allows photographs of participants to be used for promotional purposes and outlines basic rules of behavior. It provides the schedule, dates, contact information and registration form for the program.
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
Assessment tools in CLIL (Content and Language Integrated Learning) include performance tasks, portfolios, checklists, observations, and other methods to help students learn and measure their progress. Portfolios involve students in the assessment process and help develop self-reflection, critical thinking, and content knowledge. Selection criteria for portfolios are linked to learning outcomes and demonstrate student progress, effort, and results. Performance tasks present complex real-world problems for students to solve and include a tangible product for evaluation.
In a Fl. school district where up to 57% of 6th-8th grade students have been failing math and reading we as a community set out to force the changes we want to see in our community. This is an overview of that plan.
Exceptional students include those who are gifted, talented, or creative. They often demonstrate advanced language, cognitive, and problem-solving skills. Teaching strategies for exceptional students include enrichment, acceleration, and curriculum differentiation. Special needs students may have learning difficulties, underachievement, or disabilities. They receive support through mainstreaming, special schools, or alternative schools to meet their individual needs. The goal is providing the least restrictive environment possible while ensuring students get the support required.
Dyslexia is a lifelong neurological condition that causes difficulties with reading, writing, organization, and other skills. It affects people in varying degrees from mild to severe. While dyslexia cannot be cured, people can develop strategies to overcome challenges. The document provides indicators of dyslexia in adults and guidelines for making text and websites more accessible for those with dyslexia, such as using non-serif fonts and clear navigation. It also lists resources for learning more about dyslexia awareness and support.
Achieve3000 believes that differentiated online literacy instruction can help all students succeed, including English learners and students with special needs. It provides literacy solutions for grades 2-12 that assess students' reading levels, assign passages matched to their skills, and progressively increase the difficulty of texts as students improve. Achieve3000 solutions have been shown to more than double students' expected reading gains.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
Using curriculum mapping to assist at risk students finalMike Fisher
The document discusses using curriculum mapping to help "at-risk" students. It begins by laying the foundation, which involves inviting representatives from the school and collaborating social services to collect data on standards, assessments, and student records. This data is then used to research technology options like NovaNET for curriculum delivery and student management. The next steps are to collect and assess the data to create an ongoing action plan. Curriculum mapping provides an opportunity to differentiate instruction and build learning communities to meet students' specific needs through a connected, meaningful learning experience.
100% of our students say that our programmes help boost their confidenceErrol Lawson
100% of the students that take part in our programmes say that our programmes help them to grow their self confidence.
At Emerge Leadership we're are committed to helping as many teenagers as possible fulfil their God given potential.
Contact us to find out how we can best support the young people that you work with.
This document provides information for parents about an 8th grade parent information night presented by GEAR UP. It summarizes the goals of GEAR UP to increase academic performance, high school graduation rates, and knowledge of post-secondary options. The presentation will cover special 8th grade dates, workshops, an overview of high school options and the school choice fair, EXPLORE test, what is college readiness, and summer program options. It also provides details on high school graduation requirements, UC and CSU entrance requirements, and motivational activities offered through GEAR UP.
Similar to Building Language Interest, Confidence, Motivation and Skills: Supporting Struggling Students by Using Focused Small Groups to Differentiate Instruction
The document discusses learning styles, strategies, and vocabulary learning techniques. It defines learning styles as an individual's approach to taking in and processing new information. The three main styles are visual, auditory, and tactile/kinesthetic. Learning strategies are purposeful steps used to comprehend, recall, and apply knowledge. Examples include note-taking, repetition, and questioning. Vocabulary learning techniques involve using new words in context, relating them to prior knowledge, and using dictionaries, among other methods.
The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
Curriculumand materialssession10 1.differentiated instruction for el-lslhbaecher
This document discusses differentiated instruction for English language learners. It defines differentiated instruction and contrasts it with uniform instruction. It explains that differentiated instruction involves modifying content, processes, and products based on student needs, interests and learning profiles. The document provides examples of how to differentiate speaking, listening, reading and writing activities for students at different proficiency levels through adjusting materials, support, and expectations.
view video at https://www.youtube.com/watch?v=lLOLbCTSpFQ or at www.elt-training.com
How to set up freer speaking activities to practise English and tips on making them successful.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and their causes, as well as how to design projects to meet language learning objectives and assess student performance.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and how to address them through setting clear expectations and individual accountability.
This document contains the weekly activity plan for a 1st grade preschool class for the weeks of May 21-June 1. Each day focuses on developing different skills like listening, language, writing, math, and fine motor skills. Activities include circle time with songs and videos, name and age questions, letter and number tracing, drawing, and a science fair rehearsal. The purpose is to help students practice and reinforce vocabulary, numbers, shapes, and communication through various engaging activities each day of the week.
This document provides guidance on implementing a flipped classroom model. It discusses four key steps: [1] choosing a topic and writing student learning outcomes; [2] locating content-rich resources for students; [3] including activities for students to complete at home; and [4] providing in-class activities for students to apply what they have learned. The document contains examples and templates to help teachers plan flipped lessons, locate online content, design homework assignments, and structure classroom time for active learning. It aims to offer a structured approach for teachers to transition to the flipped model.
I have a word from our word wall. Here are 5 clues:
1. It's a type of cell.
2. It's found in plants and animals.
3. It's the basic unit of life.
4. It contains DNA and organelles.
5. It's the smallest unit capable of independent functioning.
Students: Cell!
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
This document provides information and resources for developing an individualized spelling program for ESOL learners with erratic spelling. It recommends assessing students' processing strengths and weaknesses through tests of auditory memory, reading miscues, phonological processing, and visual stress. The program should use multisensory techniques including computer programs, rhythm, color, movement, word families, and daily practice. Progress should be checked weekly through dictation. A variety of resources are listed for additional support.
The document outlines the EFL methodology used at Cooperativo High School which focuses on immersing students in basic grammatical structures through activities like writing, reading, listening and speaking. It emphasizes learning by practicing and delimiting students' individual intelligences and abilities. The goal is for students to grow personally through EFL learning and develop skills like decision making, critical thinking and a sense of self identity with teacher support.
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Building Language Interest, Confidence, Motivation and Skills: Supporting Struggling Students by Using Focused Small Groups to Differentiate Instruction
1. BUILDING LANGUAGE INTEREST,
CONFIDENCE, MOTIVATION AND SKILLS:
SUPPORTING STRUGGLING STUDENTS
BY USING FOCUSED SMALL GROUPS TO
DIFFERENTIATE INSTRUCTION
Chiungwen Chang
Chinese American International School
2. Introduction
About me
- Wen ( 張瓊文)
- Chinese Language Support (CLS) teacher
- 4 years at CAIS
About Chinese American International School (CAIS)
- Founded 30 years ago
- Chinese-English immersion school in San Francisco
- First school of its kind in the U.S.
- Pre-k through 8th grade
- Around 500 students
- 50-50 immersion from Pre-k through 5th grade
4. What is the most challenging
thing in teaching Chinese?
5. Have you ever felt like this?
Why are my students losing motivation in
Chinese learning?
I have students who are struggling in
Chinese learning. What do I do?
How can I find the best way to help students
efficiently with limited time?
6. Chinese Language Support @
CAIS
Small Group Instructions
Grades 1-8
Open Curriculum
Goal: To assist students build up
Chinese language proficiency
7. How does CLS work at CAIS?
Evaluate
(1-2 weeks)
Design
(1 week)
Execute
(Rest of school year)
8. Evaluate
Potential students
Go over the assessment taken place in
the first week of school year with home
room teachers
Collect data
Observe class
Determine students
10. Execute: Record keeping
Sample
Schedule for progress
Schedule
Goals Feb 1 Feb 4 Feb 8 Feb 11
What to achieve
Recognize Radicals intro Draw flash Drills & Drills &
characters Radicals cards Games Games
game Character
✔ Drills ✔ ✔ ✔
Using the Use flash Use flash Use flash
character to cards for cards for cards for
make phrases ✔ phrases ✔ phrases ✔
phrases
Use new Stories & Stories &
vocabulary games to games to
to make reinforce ✔ reinforce ✔
11. Execute: Student self-
evaluation
Sample Rubrics
Goals 100% Be able to use the Be able retell the
Speaking Chinese following sentence story(畫蛇添足)
in the session ! patterns correctly. using new phrases
除了… and sentence
得…才能…. patterns
I not only did it but ✔
also challenge
myself using words
not in this lesson.
I did it!
✔ ✔
I almost did it!
13. Case study 1
Area to focus: Character Recognition 認字
Name: Caiden
Grade: 1st Grade
Difficulties
-Had difficult time remembering Chinese characters
- Hard to build up his own Chinese vocabulary
-Get confused with Chinese characters that sound
similar
( EX: 象 像 相 想 香 )
23. Case study 2
Area to focus: Speaking 說
Name: Zoe and Zoella
Grade: 4th Grade
Difficulties
- Not able to speak in complete sentences with
limited vocabulary and sentence patterns
- Using English structures when speaking
Chinese
- Low confidence in speaking Chinese
24.
25. Speaking Chinese is fun!
Communication drill
A: 我得把功課做完,才能出去玩。
…….
B : 這枝鉛筆根本不是你的。
28. Resources
iPad Applications
- SonicPics
-Puppet Pals
-Educreations
Books
- Struggling learners and language immersion learners
by Tara Fortune and Mandy Menke
- Critical Issues in Early Second Language learning/ Building for Our
Children’s Future
by Nyriam Met
More intro about<introduction of myself.> Welcome everyone. Thanks for coming to the session. Before we start, I would like to do a quick introduction of myself and my school.
My name is Wen. 張瓊文. I am currently a Chinese learning specialist at Chinese American International School or CAIS. I have been at CAIS for four years. CAIS is founded thirty years ago and is a prek to 8 Chinese English immersion school in San Francisco. We have around 500 students enrolled. We do fifty percent English and fifty percent Chinese from prek through grade 5.
Let’s go over today’s agenda. I will start with purpose of this presentation. The benefits of the Chinese language support program running at cais. Next, I wlll do a quick introduction of CLS. Next, I will share two case studies with you. At the end, I will be sharing the resources for your reference. Any question so far? If no,Then I have questions for you. Please raise your hand if you think teaching Chinese is fun! Please keep your hands up if you think teaching Chinese is fun but also challenging. Please put your hands down.
Question for everyone: What is the most challenging…?<Read the question>Any volunteers to share your answers? Anyone? (if no)…
(In addition to what everyone has shared)In my experience some of the most common challenges in teaching Chinese are:<Paraphrase list of challenges><If you see people nodding>It looks like a lot of you are nodding, so I think you’re in the right session!At CAIS, our Chinese Language Support program is focused around these challenges…
A little bit about CLS…This program is really designed to provide extra support for struggling students and It is unique in a few ways:Small group instructions: I take students out of their classrooms and put them into small group environments. Typically group sizes are 1-5. Includes grades 1-8: The program covers the whole lower school and middle school. from grade 1-8.Open curriculum: I do not have a text book for CLS students, but I design the curriculum based on what they are learning in their classes.SO now that you know a little about CLS, how does it work? What is the CLS process?
There are three phases to the CLS process:The 3 phases of CLS are: Evaluate, Design, Execute (E.D.E)Evaluate usually takes 1-2 weeks and happens at the begging of the school year. This is where I work with the teachers and figure out which students need CLS support.After evaluation, I will spend about a week to design a specific plan for each CLS student.Lastly, I put the plan into action. This lasts for the rest of the school year.Now let’s talk a little bit more about each phase in detail.
So, how do i do evaluation? Based on the benchmarks .I talk to each teacher and come up with some potential students. I also go over the assessment result with the home room teacher to see whose Chinese language proficiency is falling behind the grade level. I collect data. Data can be students’ summer assignment, the assessment I just mentioned and the students work from last school year. Once I get the potential students, I go to each class to do observation. Last, based on all the data we have, home room teacher and I determine who needs the support. And I am able to move into the second phase, design.
In this phase, I start determining the focus. What areas should I work on with the students? Listening, writing, reading or speaking?Following that are setting goals and making plans in order to help the students learn the most efficiently and also to achieve the goals. Next, I would make schedule according to each student’s needs. How long does the student need the support and how often. Once this is all done we are ready to execute…
This phase includes working with students, adjust strategies and record keeping. Since I will be sharing two case studies later. I will jump into the record keeping now. I do record keeping for each student. Here is the example.I usually set two-week-goals for students to achieve. For example, I work with this student twice a week so there are four dates on the top. In each box, I put the activities I did with the student and check the box if the student achieve the goal. It is easy for me to see student’s progress and also to see which activity works and which doesn’t. collecting these charts over time, it is easy to see the students progress.
Unlike the chart I just showed. I also have students to use rubrics to do self-evaluation.There are two reasons. First, It is easy for students to know what their goals are by looking at the rubrics. Second, to have them get involved with their own learning progress. From my experiences, when they do this, they know what they have achieved and what area they should work on. if they can check the box” I did it”, it is a great feeling for them. It is also another good way to have them gain their confidence.One thing I want to mention about this chart is. When I make this rubrics, I use positive language. For example instead of I didn’t achieve, I use “I almost did it!” to help motivate the students.
Now I’m going to share twoactual case studies with my students
The student’s name is Caiden. He is a first grader.He struggles with memorizing Chinese characters. He sometimes can remember but forgets easily. Therefore, it is hard for him to build up his Chinese character vocabulary. He also gets confused with the characters that sound similar. The following are some examples of activities I designed for him:
Activity 1 is about introducing radicalsIt’s called Guess Who.Basically, I put a bunch of character flash cards on the table and secretly pick one.Then Caiden has to use the sentence 每個中文字有部首,請問他有沒有_____? ( with rhythm) to guess the secret one. For example using these 6, I will pick “Chi”. Caiden needs ask….. If he is wrong, then he crosses it out until he guesses the correct one.This activity is helping Caiden to get used to see radicals in Chinese characters and see Chinese characters in a meaningful way. It helps him to remember them.
The next activity is similar to the last one but with pictures It is called I draw, you guess! I have him draw a lot of radicals on cards. Then he matches the cards into words and I have to guess. For example….This first picture is a person, plus this picture is an elephant…can you guess what the word is?This one is a picture of a door, plus a mouth…can you guess what the word is?This activity is fun for him and really gets him motivated in learning Chinese characters and seeing memorizing Chinese characters interesting. Let’s move on to the next challenge. It is hard from him to build up his own Chinese characters.
Since he likes to draw, my strategy is to utilize his interest. I made him draw his own flashcards. Before he starts drawing flashcards, I go over each characters to make sure that he knows the meaning of the characters and he can make phrases with them. with his own drawing, it reinforces the connection between the pictures and the characters. Here is the example.(Show the video)
So now, he has a set of his own flashcards. What do I do with the them?I prepare a folder that has two side pockets. One pocket is for the characters he can recognize. The other is for ones he cannot recognize.I use this folder for him to do self-evaluation.Each session, I have him test himself by taking all the cards from the pocket that he cannot recognize from last time. He always gets very happy to know that he can recognize some characters and is able to move them to the other pocket.It is also another way to help him gain confidence. At the end of each session, I have him take ten characters from the pocket he recognized before to test himself to see if he still remembers. If he doesn’t, I drill with him again and he has to put them back to the pocket for characters he cannot recognize. So, he draws and makes his own flashcards. What if there are still some characters he still cannot remember?
There is not short cut to remember all the characters. This is my favorite activity! I call it count down. Or 震撼教育! How does this work? I usually set the timer for 1 to 2 minutes. Once I set up the timer, he has to finish reading all the cards. The challenge is if he makes one mistake in the middle, he has to start over. This activity is very stressful but works very well with students who needs a lot of drills. Let’s move on to the next challenge. He gets confused with the characters that sound simliar.
Activity 4 is for dealing with words that sound similar.This is an activity where Caiden has to draw a picture that matches each character.Here is the example.
Activity 5 is similar to 4 but I use my own pictures for him to match with character and has him move.
Activity 6 is to help Caiden with pronunciation using tongue twisters.I made this and he loves it! Here is the example and his drawing to match the tongue twister.
Here is another tongue twister….So these are just some of many activities I designed for Caiden. Any questions before we go on to the next Case Study?
The second case study is Zoe and Zoella. They both need to work on speaking. They likes to talk but not in Chinese. The reason is that with lack of practices, vocabulary and sentence patterns, they don’t get used to speak Chinese in complete sentences or use English sentence structures when speaking Chinese. So they got corrected often and got low confidence in speaking Chinese.
My strategy is to make them feel ease to practice speaking Chinese as much as they can. I choose audio lingual method to provide them a lot of drills with Chinese sentences patterns. Audio-lingual is a method frequently used in a lot of language classrooms. There are many different drills in this method. Today, I am sharing three drills I use with Zoe and Zoella and it worked.
The next drill is a communication drill. It is a lot of fun because the students have to improvise.For example, here the students must begin with sentence A and end with sentence B and in the middle…tell a story.
Their work with out doing rehearsal.After the conversation, I had them listen to it again and use rubrics to do self-evaluation.
These are just some of many ways I work with students.
These are a few useful I pad applications I recommand. My students …You can find them in app store. Here are the useful books good for teaching.