More Related Content
What's hot
What's hot (19)
Viewers also liked
Viewers also liked (16)
Similar to How to improve your lesson with technology
Similar to How to improve your lesson with technology (20)
Recently uploaded
Recently uploaded (20)
How to improve your lesson with technology
- 1. Please find your name plate and sit at that area. What is the most important part of a lesson? Why?
- 2. CP 2.2: The teacher uses an organizing framework (opening, work session, closing) for instructional planning to support standards-based instruction. Essential Question: How can I use the work session to support technology based instruction in a standards-based classroom? Vocabulary (LOTS): academic language model guided assisted independent technology assisted instruction
- 3. Activator: prior knowledge and learning logs View http://www.literacywithoutlimits.org/ Literacy Without Limits
- 4. Research also tells us that whatever is in your mind at the moment you encounter something new will be a prime determiner of whether you get the new idea or not. We would dramatically transform American education if we could get teachers to quit fretting over students who "don't have background knowledge." Let's be clear about this: You do NOT have students who do NOT have prior knowledge. Someone paraphrase that statement.
- 5. Prior knowledge is, simply, knowledge PRIOR. It's not what we wish students knew; it's what they DO know. Our job as teachers is to know our content well enough that we can actually tell what the core idea within it is, and how it is like something that would be familiar to ALL our students.
- 6. Introduce vocabulary go over academic and instructional vocabulary Modeled Teaching StrategiesI'll do one; you watch Guided I’ll do one; you help Assisted You do one; I’ll help Independent You do one; I’ll watch.
- 7. http://www.literacywithoutlimits.org/ As we begin looking at the vocabulary for the lesson we can connect to what the student already knows. Webinar : http://www.slideshare.net/christopherccorcoran/a-picture-is-worth-a- thousand-words-learning-vocabulary-through-technology-presentation-815408#
- 8. Vocabulary pages 106-109 Mediterranean- sea or region located between Europe and Africa Ancient- old Agean Sea- sea between Turkey and Greece Continent- on of the large land masses on the earth Euphrates River- a major river that runs from Turkey through Syria and Iraq Ridge- a long raised strip of land Syria- Country between Turkey and Iraq Isreal- Small country settled by Jewish people located on the Mediterranean Sea West Bank- strip of land between Israeli and Jordan Climate- usual weather; weather in a place over a long period Physical features- what we see on the land Desert- dry, arid land with little or no vegetation Humid- containing or characterize by a great deal of water vapor Reserves (oil)- extra or excess Commercial- having the object of supplying goods Irrigation- watering Subsistence- a means of surviving Nomadic- migratory Minerals- composed of matter other than plant or animal Phosphates- mineral salts containing the element phosphorous, used to make fertilizer Asphalt- the tar like material used to pave streets
- 9. Vocabulary development and academic language Example: Teaching vocabulary anthropology Vocabulary teaching technique 1. Repeat word 3 times 2. Show picture of quick video to explain word 3. Talk about how it is used 4. Make up new sentences using the word 5. Have students practice using the word with partners 6. Remember that some students need more practice than others to use language accurately
- 10. http://www.literacywithoutlimits.org/ As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.
- 11. Preview of Chapter 5, Section 1 (p107-109) What is the title of this section? _____________________________________ (think question) What do you think the word phosphates means? _______________________________________________________________ Check out the map on the bottom of page 107. Which countries border the Mediterranean Sea? _______________________________________________________________ b. What are the main rivers and waterways shown? _______________________________________________________________ How does the size of this region compare to the United States? _______________________________________________________________ What do the colors on the map indicate? (hint: Look at the legend on the lower left hand corner of the map) ______________________________________________________________ List the headings and subheading in this section. (pages 106-109). Chapter Title:_________________________________________ Section 1: ________________________________________ ________________________________________________ __________________________________________ __________________________________________ __________________________________________ ________________________________________________ ________________________________________________ __________________________________________ __________________________________________ Look at page 108. Read the caption under the banner Our Amazing Planet. What is the physical feature the section is discussing? ________________________________________________________________ How large is it? ___________________________________________________ What makes it unique? ____________________________________________ Look at the pictures located on page 108 and 109. What can you tell about the country just by looking at the pictures? ________________________________ ________________________________________________________________
- 12. http://www.literacywithoutlimits.org/ As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.
- 13. Model/ Guided Model: As we read: Echo read or read aloud and model thinking as you answer questions 1.Give one interesting fact about Turkey from On Two Continents. ________________________________________________________________________ 2.Give three facts you learned from Hills, Valleys, and Plains. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Guided: As we read: Read and ask students to answer questions. 3. Read section River and Sea and list important facts from the section. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. List one fun fact from River and Sea. _______________________________________________________________________
- 14. Assisted / Independent Assisted: Be available as students read and answer the questions. (give help if required) What type of weather would you expect if you visited this region? _______________________________________________________________________ What is the average rainfall in the Syrian Desert? _______________________________________________________________________ What are the three types of climate discussed in this section? ________________________________ ________________________________ ________________________________ Independent: Allow students to work on their own. What resources are available in this region of the eastern Mediterranean? ____________________________________________________________________________ ____________________________________________________________________________ What are some uses of the resources? ____________________________________________________________________________ Complete the questions from section review.
- 15. Activity: Close reading Close reading gives students a chance to “slow down” 1. Read a short passage aloud to students so they hear the melody of the language 2. Explain the passage to students 3. Ask students to read the passage, focusing on a few specific features of academic language. Introduce CPS https://voicethread.com/share/3609446/
- 16. Teaching Tips for Summarizing Paraphrase Questioning Summarizing http://www.literacywithoutlimits.org/
- 17. Activity: Summarization To get students using academic language, try summarization: 1. Read a short passage aloud to students 2. Have students read the short passage to themselves and then summarize verbally to a friend 3. Give students the opportunity to repeat the exercise with several partners Through this exercise, students begin to acquire the author’s language, and will get more and more fluent with the language each round
- 18. Tips for working with older students Students perform to the expectations we set. If they know we expect them to think critically about issues and use academic language, they will In order to increase confidence: scaffold instruction to help them acquire the language allow students adequate time to practice in a safe environment before getting in front of their classmates
Editor's Notes
- As teachers enter, have sticky notes placed in front of seat. Share.
- This is the same class keys standard we used last week in PL. (read standard and EQ) Review vocabulary.Organized –to provide with an orderly structure or arrangementFramework – “models of instruction” designed to support teachers in the implementation of the GPS. Support – to serve as a foundation
- Let’s look at a lesson that we might teach in ss and discuss how we might break this lesson down for the students.
- Our activator show have us thinking about the topic that we will be learning about. The video clip that we watched should trigger us to begin thinking about how we introduce vocabulary and read informational text.
- Important component of teaching is making sure you follow these necessary steps. Does that mean you have to spend a large amount of time in one area? No. If there are a few students who still do not understand the concept, this would be an opportunity to begin differentiation. (Don’t get BOGGED down!) but do give adequate time to each component.
- Use a classifying map to organize the words into groups.
- Note: To learn about other concepts included in academic language, review Dr. Scarcella’s interview for the Doing What Works website.
- You can do this with each paragraph providing less guidance with each paragraph.
- Ask someone to give an example of how they would implement the two tips
- It is worth noting that academic language is not a concept that be can defined dichotomously, as in one student has mastered academic language while another has not. Instead, students’ proficiency with academic language exists on a continuum, meaning that a student may have mastered academic language related to one content area or topic of interest but may not have mastered the academic language associated with another content area or topic. With regard to science, for example, a student who has just participated in a unit focused on meteorology may be able to use words such as cumulus, stratus, cirrus, and nimbus with little difficulty to describe the types of clouds as they appear in the sky based on their location and visual properties, thereby exhibiting their ability to use the formal technical terms associated with this field of science. The same student, however, may use language on the informal, casual end of the academic language continuum if they are just beginning a science unit focused on geology to describe the properties of different types of rocks, how they are formed, and where they can be found.
- As noted during the introduction, definitions of academic language vary in their complexity and scope. Defined broadly, academic language is the language used by teachers and students in academic settings and for academic purposes to help students acquire and use knowledge. Academic language, in other words, is the language of classroom instruction and is needed to provide students’ with the knowledge and skills needed to access content presented in textbooks, websites, and other instructional materials. According to the Strategic Education Research Partnership, for example, academic language includes the words and syntactic structures that students are likely to encounter in textbooks and on tests, but not in everyday spoken English. Examples of these words and syntactic structures will be provided later in this presentation.