8. CHALLENGES WE FACE
Student Apathy, Motivation, and Behaviour/Discipline
Lack of Time
Lack of Parental Involvement or Support
Multiple and Conflicting Pressures Including Technology
Leadership, Administration, Politics…
Large Class Size and Differentiating Instruction
Lack of Scarcity of Funding and Resources
External Testing
Taylor, L. M., Fratto, J. M. (2012). Transforming Learning through 21st Century Skills. The Who Took My Chalk? Model for Engaging You and Your Students. Boston: Pearson Education, Inc.
10. THE PURPOSE OF MEETINGS
•Develop ideas
•Plan
•Solve problems
•Make decisions
•Create and develop understanding
•Encourage enthusiasm and initiative
•Provide a sense of direction
•Create a common purpose
•Inform
•Consult
•Solve problems
•Make decisions...
USE A TIMER TO FINISH ON TIME!
11. GREAT IDEA: LESSON OBSERVATIONS
• Help them learn new
strategies, classroom
management techniques...
TEACHERS
OBSERVING ONE
ANOTHER
• Give feedback with helpful
information on how to improve
their teaching practice.
COORDINATOR
OBSERVING THE
TEACHERS
• Give feedback to guide them .
COORDINATOR
OBSERVING THE
ASSISTANTS
23. An assistant can make boring old listening
materials come alive!
Rather than playing audios, rehearse a few scripts
with your assistant and act them out in class.
Your students will LOVE watching you put on a mini
show for them!
24. Have your students prepare
questions in advance so that
they are confident during the
'interview' and have lots to ask!
28. Assistants can also bring
photos of their home town,
family members or old school
to use in group conversations
or to make a presentation for
the whole class.
36. 3. SPREADING MOTIVATION
COLLEAGUES
FAMILIES
HELP FAMILIES
UNDERSTAND
BILINGUAL
EDUCATION
BUILD A
COMFORTABLE
MEETING
ATMOSPHERE
REFLECTIVE
PRACTICE WITH
CRITICAL FRIENDS
STUDENTS
DYNAMIC &
INTERACTIVE
LESSONS
COMMUNICATION!!
CREATIVE
RESOURCES
37. WHAT IS BILINGUAL EDUCATION?
WHAT DO MARKS MEAN?
GUIDELINES FOR DETERMINING EFFORT MARKS
GOALS FOR STUDENTS IN LIFE SKILLS AND RESPONSIBILITY
FAMILIES
38. HOW CAN THEY HELP?
Check
homework daily
Watch TV in
English
Listen to them
speak in
English
Make the most
of the blog
Listen to
English
songs/podcasts
Make them
read in English
41. GOALS FOR STUDENTS IN THE AREAS OF
ESSENTIAL LIFE SKILLS AND RESPONSIBILITY
Takes
responsibility
for actions
Demonstrates
active
listening skills
Works
effectively
within a group
Solves conflict
effectively
Follows
directions
Exhibits
organisational
skills
Completing
assignments
on time
Demonstrates
self control
Is a respectful
participant in
school
Uses time
constructively
Follows
established
routine
42. HOW CAN WE BUILD A
COMFORTABLE AND
RELAXED MEETING
ATMOSPHERE?
COLLEAGUES
44. WHY REFLECT?
• Reflective teachers are more open to innovation and build more
favorable relationships with colleagues and students (BOLIN, 1988;
MUNBY & RUSSELL, 1989)
• More heightened connections between theory and practice
(CRUICKSHANK, 1985)
• Effective teaching has shown to correlate with levels of reflective
dispositions (GIOVANNELLI, 2003)
Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin
Press.
52. MOTIVATION:
attitudes, emotional
factors, believe
about the new
language and its
culture
PERSONALITY
AND SOCIAL
INTERACTION:
outgoing students
are more
successful
learners than shy
ones.
LANGUAGE
APTITUDE:
working
memory and
analytic
abilities
AGE OF
ACQUISITION:
children who begin
with their L2 >5 years
of age had larger
vocabularies than the
ones who start <5
years of age.
STRUCTURE OF THE
L1: they can transfer
skills if they are similar
53. Length of
time learning
the L2
Amount of
practice
Quality of the
L2
Contact with
native
speakers,
media,
reading
resources...
Socioeconomic
status (because
they speak more
to their children)
54. DOES BILINGUALISM PUT AT RISK
THE STUDENTS COGNITION?
Bilingualism is often seen as
problematic and it is thought to
challenge developing children ...
¨If they learn the vocabulary in
English, they are not going to learn it
in Spanish...¨
55. WE ARE GOING TO DEMONSTRATE THAT THIS CLAIM IS
NOT SUPPORTED BY RESEARCH EVIDENCE.
56. Bilingual children exhibited a number of cognitive
advantages in comparison to their monolingual
peers:
Greater number of independent cognitive
strategies
Greater flexibility in the use of these strategies to
solve problems.
57. Bilingual superiority in:
Phonology and acquisition of reading and writing.
Selective attention: misleading information is
inhibited in favour of relevant information.
58. Bilingual superiority in:
The onset of dementia is delayed by 4 years in the case of
bilinguals in comparison to monolingual patients with the same
clinical diagnosis.
Early exposure to two languages confers an advantage that
presumably is maintained later in life if acquisition of 2
languages continues and leads to high levels of proficiency.
59. Las personas que dominan dos lenguas tienen
ventajas cognitivas en las actividades que exigen
concentración.
El bilingüismo se asocia con una mayor rapidez
en la percepción del lenguaje y una mejora en la
plasticidad cerebral.
60. Children should be fully supported in their acquisition of
two languages from early in the development.
The decision to raise a child bilingually should be made
only if an enriched and consistent bilingual experience can
be provided.