Instructional strategies in Bilingual Education.pptx

Instructional strategies in Bilingual Education

1. Instructional strategies in bilingual education Lesson 12

2. Before anything else, determine your Language and Content Objectives They are essential in the bilingual education context but also in any foreign language education context We are teaching content and not only language.

3. Content objectives Language objectives Use the following formula: Use the following formula: Cognitive function (referencing a DOK verb) Cognitive function (referencing a DOK verb) Content (what are you going to evaluate) Language linguistic proficiency target (what are you going to evaluate) Methods (strategy and condition) Methods (strategy and condition)

4. Depth of Knowledge

5. Examples of language and content objectives I can name the phases of the moon. (x) I can solve addition problems by recognizing and recording the parts with a small group. (X) I can identify and describe the differences and similarities between rocks and minerals by observing and drawing the minerals in rocks with my group and on my own exit ticket. I can create a timeline of plot events in the story I read today. (X) I can use sentence frames to orally explain the way that air temperature and wind affect changes in precipitation, air pressure, and air temperature.

6. Core instructional strategies in bilingual education Comprehensible input Scaffolding Modeling Strategies that increase the quality of output Student engagement Checking for understanding

7. 1. Comprehensible input ( Krashen 1987, 1988) How can we make content and language understandable and accessible to all students?

8. How do we make input comprehensible? Visual support Context Adapted language Meaning is matched to new language through the use of visuals, objects, body language, gestures, videos, realia , TPR Meaningful repeated exposures are given in a variety of contexts: preview material, activate background knowledge, graphic organizers, storytelling, songs and chants Speech tempo and complexity, explicit and clear articulation, new language stands out and is repeated, ideas are rephrased, language is clarified through explanations, definitions and examples

9. Visual support visuals  & TPR In this excerpt, teacher combines movement, visuals and gestures in order to make input comprehensible to all students.

10. How do we make input comprehensible? Visual support Context Adapted language Meaning is matched to new language through the use of visuals, objects, body language, gestures, videos, realia , TPR Meaningful repeated exposures are given in a variety of contexts: preview material, activate background knowledge, graphic organizers, storytelling, songs and chants Speech tempo and complexity, explicit and clear articulation, new language stands out and is repeated, ideas are rephrased, language is clarified through explanations, definitions and examples

11. Context (Songs and chants) https://www.youtube.com/watch?v=CuI_p7a9VGs&ab_channel=TheSingingWalrus-EnglishSongsForKids https://www.youtube.com/watch?v=6mMFKzS_a0A Teacher encourages students to sing by using positive reinforcement. Singing allows students to use vocabulary within a context and this promotes comprehension Singing the same songs repetitively helps them practice pronunciation and facilitates recycling Use of songs and rhymes for the understanding of Math concepts and for practicing the appropriate language https://www.youtube.com/watch?v=qzOtWjh6UME&ab_channel=Mariacomplainer https://www.youtube.com/watch?v=WTeqUejf3D0&ab_channel=KidsTV123

12. Context (storytelling) E.g. storytelling The Doorbell rang by Pat Hutchins

13. Context: Graphic organizers How many students are there in our class today? Learn to read a graph (KN) How many boys are there today present in our class? How many girls are there today present in our class? Let us create a graph Let us read it: “Today there are 9 boys and 13 girls in our class”. Students in our class

14. How do we make input comprehensible? Visual support Context Adapted language Meaning is matched to new language through the use of visuals, objects, body language, gestures, videos, realia , TPR Meaningful repeated exposures are given in a variety of contexts: preview material, activate background knowledge, graphic organizers, storytelling, songs and chants Speech tempo and complexity, explicit and clear articulation, new language stands out and is repeated, ideas are rephrased, language is clarified through explanations, definitions and examples

15. Adapted language Speech tempo and complexity, explicit and clear articulation, new language stands out and is repeated, ideas are rephrased, language is clarified through explanations, definitions and examples Learning the shapes (https://www.youtube.com/watch?v=4hSEwBoIeZ8&list=PLl-vKyLFY5_AfCwpOTeSLLxenbrfNT8JK&index=3&ab_channel=Mariacomplainer)   Teacher uses various strategies to teach students the names of shapes in Greek (math class in Greek as L2 in KN)   Using the L2 for routine interactions and class management  https://www.youtube.com/watch?v=l6FtPCT7aco&list=PLl-vKyLFY5_AfCwpOTeSLLxenbrfNT8JK&index=4&ab_channel=Mariacomplainer Teacher uses Greek in her interactions with her students for all class management issues; this facilitates the acquisition of everyday language (non academic vocabulary). 

16. Core instructional strategies in bilingual education Comprehensible input Scaffolding Modeling Strategies that increase the quality of output Student engagement Checking for understanding

17. Scaffolding and language supports

18. 2. Scaffolding and language supports What a child is able to do through scaffolds is the stage where actual language acquisition occurs.

19. Scaffolding vs helping The idea of scaffolding is based on work by Wood, Bruner and Ross (1976) and Vygotsky (1978). Scaffolding is the process of supporting your students during their learning process and gradually removing that support as your students become more independent. This is very different from helping, which is the process of figuring out an answer together with a student.

20. Scaffolding strategies

21. Scaffolding strategies – Sensory supports Visual representations Physical movements Music and songs Word walls

22. Visual supports – lower elementary

23. Physical supports

24. Word walls

25. Thematic Word Walls for higher level students

26. Word Bank

27. Scaffolding strategies

28. Scaffolding strategies: Graphic supports Graphs Charts Graphic organizers

29. Graphic organizer: Frayer model

30. Scaffolding strategies: Graphic supports Sentence patterning chart Pictorial input chart

31. Scaffolding strategies: Graphic supports – upper elementary

32. Scaffolding strategies

33. Scaffolding strategies: interactive supports Turn and talk Think-pair-share Story sequencing

34. Scaffolding strategies

35. Scaffolding strategies: verbal and textual supports Sentence starters, sentence frames Skinny and fat questions (HOTS vs LOTS) Eliciting language with teacher feedback https://www.youtube.com/watch?v=PoEoIldtoUc (2.53) Labeling

36. Sentence frames https://www.youtube.com/watch?v=TX7ynlmuO8E https://www.youtube.com/watch?v=6LI6V8jxbXc (2.39)

37. Sentence stems/starters https://www.youtube.com/watch?v=RViaYeGquw4

38. Skinny and fat questions and thinking skills – from Lots to Hots (cf. Bloom’s taxonomy) Skinny questions (lower-order thinking skills, short answers) Fat questions (higher-order thinking skills, longer answers) What happened when I added the acid? Can you explain the shape of the graph? What is electricity? How could we use our work on electricity to design a winter lighting system for a greenhouse? Give me 10 words starting with ‘in-’ What do you think the prefix ‘in’ means? How many other prefixes can you think of which mean the same? What did D. Livingstone discover? How do you think D. Livingston’es early life affected his career?

39. Core instructional strategies in bilingual education Comprehensible input Scaffolding Modeling Strategies that increase the quality of output Student engagement Checking for understanding

40. 3. Modeling cycle What is the Modeling cycle? The way a teacher shows students what they should know and be able to do ; providing them four opportunities to show them what the expected outcome is.

41. How do we do the modeling cycle?

42. I do it, we do it, you do it https://www.youtube.com/watch?v=bdSRdd_8NBA&list=PLl-vKyLFY5_AfCwpOTeSLLxenbrfNT8JK&index=7&ab_channel=Mariacomplainer https://www.youtube.com/watch?v=IOMF06TJAO4&ab_channel=GettyMuseum Teacher encourages students to formulate and use sentences First, she models the language and then she demonstrates its use with the help of a student. Last, she asks students to do it in pairs.

43. More examples: Step 1: Teacher does: Step 2: Teacher and student do: https://www.youtube.com/watch?v=PoEoIldtoUc (1’) Step 3: Student and student do https://www.youtube.com/watch?v=PoEoIldtoUc (4.27) Step 4: All students do https://www.youtube.com/watch?v=PoEoIldtoUc (1.25’)

44. Core instructional strategies in bilingual education Comprehensible input Scaffolding Modeling Strategies that increase the quality of output Student engagement Checking for understanding

45. 4. Strategies that increase the quality of language production (output)

46. Core instructional strategies in bilingual education Comprehensible input Scaffolding Modeling Strategies that increase the quality of output Student engagement Checking for understanding

47. 5. Student engagement Ensuring that ALL students are cognitively engaged ALL the time by providing Opportunities to Respond (OTR)

48. How do we create student engagement? Cognitive Visual Physical Oral Think time Hand signals TPR choral whiteboards Move to the answer Turn and talk Response cards Four corners Think-pair-share Thumbs up / down Opinion l ines Small group discussion Blow it away Paraphrase it to the partner

49. Visual Thinking Strategies How many people can you see? Are they men or women? How old do you think they are? What are they wearing? Can you describe them? Are they serious, sad, happy? Where do you think they are? What do they do? What do you think happened 5 minutes before that scene? What’s happening now? What do you think they are saying to each other? Etc.

50. Core instructional strategies in bilingual education Comprehensible input Scaffolding Modeling Strategies that increase the quality of output Student engagement Checking for understanding

51. 6. Checking for understanding What is checking for understanding? The strategies that are used to elicit evidence that the student is understanding the language and content.

52. Checking for understanding For the purpose of: Monitoring student progress Informing instruction using OTRs (Opportunities to Respond) as follows…

53. How do we check understanding? Cognitive Visual Physical Oral Think time Hand signals TPR choral whiteboards Move to the answer Turn and talk Response cards Four corners Think-pair-share Thumbs up / down Opinion l ines Small group discussion Blow it away, teach-teach, mirror Paraphrase it to the partner