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Classroom Practices for English Learners (ELs) Instruction
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- 2. STANDARDS-BASED INSTRUCTION Standardsconsist of: Content standards: what students should know/ learn Benchmarks: what skills/knowledge are expected to be gained Performance standards: progress indicators that show whether the requirements have been met
- 3. KEY POINTS OFSTANDARDS-BASED INSTRUCTION A purposeful and meaningful context that establishes not only what but also why students must learn the content (framed with standards) Creates high expectations for all students and motivation for the teacher The standards for the grade-level are aligned with the English language standards
- 4. STANDARDS-BASED INSTRUCTION TIPSFOR NOVICE TEACHERS Familiarize yourselves with standards of level and subject & align them with your TESOL standards Let’s see what standards-based classrooms look like http://www.ciclt.net/ul/garesa/Pic%20webpage. htm (We will be able to look at one of them in the class. You can check the others later.)
- 5. NATIONAL STANDARDS TESOL STANDARDS TESOLstandards do not replace state curriculum standards. Rather they are to be used alongside your other standards - Based on content standards - Focus on all 4 skills: listening, speaking, writing and reading - Tested via sample performance indicators
- 6. A SAMPLE OFTESOL STANDARD AND PERFORMANCE EXPECTATIONS Language Domains Content topic Language proficiency content
- 7. KEY POINTS OFTHE TESOL STANDARDS The higher level the higher & more complex linguistic expectations from students Facilitate English acquisition for various purposes Conceptualize grade-appropriate curriculum & assessment
- 8. FOUR COMPONENTS OFSTANDARDS-BASED INSTRUCTION Inquiry and problem solving Collaborative learning Continual assessment embedded in instruction Higher-order questioning
- 9. DIFFERENTIATED INSTRUCTION (DI) Oneof the cornerstones inherent in the TESOL standards Teachers acknowledge, respect, accommodate and build upon student differences to facilitate optimal growth for all Students’ strength and preferences for processing information are considered
- 10. DI CONT. Ongoingassessment to prepare the students for learning Mutual respect and caring is promoted Differentiated instruction calls for variety and flexibility in classroom, learning materials and grouping Emphasis on individual differences
- 11. DIFFERENTIATED ASSESSMENT STEPS Before instruction: check prior knowledge During instruction: check student understanding, student needs After instruction: assess student understanding and explain next steps for teaching Specially Designed Academic Instruction in English (SDAIE) is a type of differentiated instruction
- 12. CONTENT BASED INSTRUCTION(CBI) Using the target language as a medium of instruction to teach language and content simultaneously. The idea behind CBI is to relate the language learning experience to a meaningful subject. Examples of CBI: French immersion programs in Canada, university level language classes
- 13. ESSENTIALS OF CBI Promotes SLA and oral – written academic skills Modified teacher language Instructional language is used as “comprehensible input” by pairing visuals to convey the meaning Explicit instruction for an excellence in skills acquisition Content-oriented tasks are encouraged in student group activities
- 14. CBI & TESOLSTANDARDS CBI supports ELs achievement of TESOL standards by - integrating language & content learning - addressing language domains of listening, reading, speaking and writing - Providing support for various English language proficiency levels
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- 16. SHELTERED INSTRUCTION ORSPECIALLY DESIGNED ACADEMIC INSTRUCTION IN ENGLISH (SDAIE) Goal of SDAIE is to help the ELs succeed in school Content with target language + special modifications based on student needs
- 17. SDAIE GOALS AND OBJECTIVES Goals and objectives Grade appropriate content learning Content objectives: grade appropriate, not watered dow n English language & literacy development Set language objectives Positive social/affective adjustment promote the self-esteem and social development
- 18. HOW TO PREPAREDIFFERENTIATED & SHELTERED LESSON PLANS? Things to be considered: How can I combine these two in my lesson plan? Considering the prior knowledge: sheltering Considering the individual differences and strengths and modifying the teaching: differentiating Student& Diversity Curriculu m content
- 19. SHELTERED AND DIFFERENTIATEDLESSON PLAN CONT. Two objectives to be considered Content objectives: curriculum, cognitively and grade-level appropriate materials Language objectives: ELPS standards based on the student proficiency level (state). E.g. for lower level Ss comprehension-based tasks but for higher level Ss production- based tasks
- 20. GROUP WORK Groupingis important for SDAIE because Provides receptive and productive language learning opportunities Learners can fine tune the input Learners can help each other Language used will be content embedded and meaningful Social and academic language development
- 21. TYPES OF GROUPWORK
- 22. THEMATIC INSTRUCTION Themes/topicsused to organize curriculum content Advantages: Suitable for any content or grade level Creates meaningful conceptual framework Increases students’ motivation and involvement Promotes social and academic language development
- 23. ORGANIZING THEMATIC INSTRUCTION Sixcriteria for organizing thematic instruction to promote language development, critical thinking, interdependence for ELs 1. Meaning and Purpose 2. Building Prior Knowledge 3. Integrated Opportunities to Use Oral and Written Language for Learning Purposes 4. Scaffolding for Support 5. Collaboration 6. Variety
- 24. (CONTINUED …) Stagesof developing thematic instruction Choosing the topic or theme Sources to choose topics can be curriculum guidelines, teacher’s own interests, students’ interests Brainstorming ideas related to the theme Cluster or word web What students know vs. What they wonder about
- 25. (CONTINUED …) Scaffolding -Supportthe students whose language proficiency is limited Collaboration -Students work together on theme-related projects Variety - Variety permeates learning processes
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- 27. MULTIDIMENSIONAL ASSESSMENT Whatis assessment Formal assessment Standardized tests Informal assessment Teacher made test Validity: what you like to assess and whether it is reflected to assessment tool Reliability: whether we get similar results with the same test
- 28. MULTIDIMENSIONAL ASSESSMENT (CONTINUED …) What is performance as assessment? Portfolio assessment? Identification and placement of students needing language education support Home language survey Oral/written English proficiency test
- 29. MULTIDIMENSIONAL ASSESSMENT (CONTINUED …) Limitations of standardized languageproficiency tests Score based on a single performance The effect of non- linguistic variables Affective factors Different tests produce different results
- 30. MULTIDIMENSIONAL ASSESSMENT (CONTINUED …) Authentic assessment or classroom based assessment Guidelines Planning systematic classroom-based assessment Portfolios and working folders