Supporting Student Learning through Instruction EDS379B Winter 2012 - PowerPoint PPT Presentation

Supporting Student Learning through Instruction EDS379B Winter 2012

Support • Student learning can be supported in a variety of ways; academic standards, assessment and feedback, collaborative learning, inquiry/discover learning, etc. • The most effective supports are embedded into the instructional decisions made by teachers (meaning that it is all in the plan)

The focus here • We will focus on two broad supports – Academic language – Differentiated Instruction

Academic Language

What is Academic Language? • We would ask professionals and policy makers “What do you mean by academic language?” – Typical response: “Well, you know…it’s the language needed for math and social studies.” • We argued that the language of math ≠ the language of social studies.

Academic Language Academic language is the language of school used to require new/deeper understanding of content subjects. Academic language involves a variety of aspects: -word level: vocabulary -sentence level: grammar -extended level: discourse

Social language vs. academic language • When using social, or informal, English in daily conversation, it’s possible to communicate by using slang and without using English in a grammatically correct way • You can be understood without using: – articles – Prepositions – pronoun reference • Remember BICS and CALPS?

Do students need to master social language first? • In the United States, we tend to teach informal “survival” English first, and then academic language • However, it is possible to lay the foundation for academic language while teaching conversation skills

CONTINUUM OF LANGUAGE (Freeman & Freeman, 2009) More Spoken Like More Written Like -Conversation -Texting or email -Academic Discussion -Academic Lecture -Newspaper article -Academic paper

Think and Discuss 1 • What are the language NEEDS of your students? • What are the language STRENGTHS of your students?

Academic Language levels - Genres A genre is a type of “text” used in schools. 1 . Personal genres – personal experiences recounts, accounts, narratives 2. Factual genres – facts procedures, recounts, reports 3. Analytical genres – analyze events or argue for certain interpretations accounts, explanations, expositions

Personal Genres - Examples RECOUNT – “What I did on my vacation” ACCOUNT – ‘Why I got into trouble at school” NARRATIVE – “Why I didn’t know about the quiz after lunch”

Factual genres - examples PROCEDURES – “How to dissect a frog” RECOUNT – “Steps to take to obtain a driver’s license” REPORT – “Major events in War War II”

Analytical genres - examples ACCOUNTS – “The events leading up to the Iraq war“ EXPLANATIONS – “How to find the area of a cylinder” EXPOSITIONS – “The British colonies deserved to become independent”

About personal Genres. . . Personal genres are typically used at the elementary level; ELLs must quickly adjust to factual and analytical genres to learn the complex, cognitively demanding uses of academic language in the various content areas. Even if a student has been “redesignated” does not mean they have mastered Academic Language.

Key Genres Examples of key genres as described in the PACT scoring rubrics 2011 • Key genres in MATHEMATICS might include : interpreting or representing mathematical meanings represented symbolically, graphically or linguistically; recounting computational procedures or strategies used to solve mathematical problems; evaluating or constructing mathematical arguments ; e xplaining mathematical concepts; definin g technical terms; engaging in collaborative and oral mathematical reasoning . • Key genres in SCIENCE might include : interpreting or representing scientific meanings represented symbolically, graphically or linguistically; recounting procedures for an experiment;; evaluating or constructing scientific arguments ; e xplaining science concepts; definin g technical terms; engaging in collaborative and oral scientific inquiry . • Key genres in ENGLISH-LANGUAGE ARTS might include: recounting plot development; engaging in collaborative and oral understanding of a text ; e xplaining a response to a text; interpreting figurative language; evaluating interpretations of a text .

Functions, Forms & Fluency " • Dutro & Moran (2003) introduce the notions of functions (tasks), forms (tools) and fluency (derived from opportunities to practice).

This is what we are talking about now… Why? Purposes Functions How? Grammar Forms Pronunciation When/ Communicative Fluency Where/ Competence Who?

Think and Discuss 2 • What academic genres do you use in your class? What is already in your lesson plan?

Academic Language Print is the basis of academic language; however, oral communication in the form of: – Discussion – Question posing/response – Lecture is also important to cultivate along with reading and writing.

Classroom Uses • Productive Academic Language – Speaking and Writing • Receptive Academic Language – Listening and Reading

SUGGESTIONS FOR USING ACADEMIC LANGUAGE When delivering instruction, think in terms of: 1. I do - you watch 2. I do – you help 3. You do – I help 4. You do – I watch

“I DO – YOU WATCH” Focused Lesson Instruction -builds vocabulary -provides practice in fluency -models rhythm, stress, intonation -uses standard grammar -focuses on targeted language structures

“I DO – YOU HELP” Guided Instruction -responsibility is shared -focus on challenging aspects of language, such as grammar, mechanics, ideas, comprehension

“YOU DO – I HELP” Collaborative Learning - independent, small group focus -linked to the purpose of the lesson -highly organized -varied: partnering, conference focused, interactive

“YOU DO – I WATCH” Independent Learning -practice and application -employs use of strategies -involves reading and writing

Think and Discuss 3 • What Productive Academic Language strategies do you use? • What Receptive Academic Language strategies do you use? • How does it support academic language development?

Activity Idea: Beyond definitions • One way to teach word usage is by using a word bank: 1. Give students a word bank. Discuss the words in the bank and how they are used in the text. Talk about how you would use the words 2. Provide students with the definitions and model sentences for all of the words 3. In pairs, have students discuss usage of the words, and how the words are being used in the model sentences. Maybe we should call this an “enhanced word bank” .

Activity Idea: Practicing academic language 1. Prepare students to speak in front of others by teaching them academic words and grammatical features that would be used in a presentation, such as: • “The topic of my presentation is…” • “First, I will provide some background information” • “In conclusion…” “Are there any questions?” • 2. Have students practice these expressions in pairs before doing an oral presentation 3. Helping students prepare for presentations with a partner will: – increase their confidence – give them more opportunities to practice using their academic language

Activity: Cloze reading • Cloze 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/discuss the passage to students 3. Ask students to read the passage, focusing on a few specific features of academic language, such as pronouns Example : Close Reading • Have students underline all pronouns and then circle the nouns to which they refer !

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

Think and Discuss 4: Your Turn • What activity could you include in the lesson plan to support academic language?

General Principles Dutro & Moran, pages 242-243 • Build on students’ prior knowledge – Language and content knowledge • Create meaningful contexts • Provide opportunities for application & practice • Establish positive environment with clear goals and constructive feedback • Reflect on the forms of language and the process of learning (metacognition)

Differentiation

What is Differentiation? • A teacher’s response to learner needs • The recognition of students’ varying background knowledge and preferences • Instruction that appeals to students’ differences

Why Differentiate? • All kids are different. • One size does not fit all. • Differentiation provides all students with access to all curriculum.

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Teachers Can Differentiate Content Process Product According to Students’ Learning Interest Readiness Profile A Simple View of Differentiation