Presentation on theme: "How to Help Struggling Students Become Good Language Learners Anna Uhl Chamot & Jill Robbins National Capital Language Resource Center Summer Institute."— Presentation transcript:
How to Help Struggling Students Become Good Language Learners Anna Uhl Chamot & Jill Robbins National Capital Language Resource Center Summer Institute 2006
Who is the Struggling Student? This student has problems with… w keeping up with classmates w organizing him/herself and the work environment w following verbal instructions w longer-term work tasks and need work chunked for them social and emotional skills
CALLA-FL: The Cognitive Academic Language Learning Approach for Foreign Languages w COMPONENTS: w AUTHENTIC CONTENT w SOCIAL & ACADEMIC LANGUAGE w LEARNING STRATEGIES
Five instructional principles in CALLA-FL w Recognize and build on students prior knowledge. w Provide meaningful learning tasks. w Engage in interactive teaching and learning. w Focus on learning processes and strategies. w Help students evaluate their own learning.
DEVELOPING METACOGNITION w Model metacognitive awareness. w Ask students to describe their thinking processes. w Have students take responsibility for their own learning.
PREPARATION PRESENTATION PRACTICE SELF-EVALUATION EXPANSION CALLAS FIVE PHASES
PREPARATION w Identify objectives. w Elicit students prior knowledge. w Develop vocabulary. w Provide motivation.
PREPARATION w How would this help the struggling learner?
PRESENTATION w Present new information in varied ways. w Model processes explicitly. w Explain learning strategies. w Discuss connections to students prior knowledge.
PRESENTATION w What kinds of presentation methods would help the struggling learner? w Are you already presenting with a variety of media?
PRACTICE w Use hands-on/inquiry-based activities. w Provide different cooperative learning structures. w Use authentic content tasks. w Ask students to use learning strategies.
PRACTICE w What kinds of practice activities would help the struggling learner?
SELF-EVALUATION w Students discuss their own learning. w Students keep learning journals. w Students assess their own strategy use.
SELF-EVALUATION w How can you help struggling learners to evaluate themselves more accurately?
EXPANSION w Students apply information to own lives. w Students make connections between content subjects and the target culture. w Students relate information to first language knowledge of content and culture.
EXPANSION w How can what has been learned in FL class help struggling learners in their other classes?
CALLA Instruction Summary Prepare Present Changes over time Teacher Responsibility PracticeSelf-EvaluateExpand Student Responsibility
Teachers role in.. Preparation Activate Background Knowledge Presentation Explain Model Practice Prompt use of strategies Give Feedback Self- Evaluation Assess strategies Expansion Support transfer Apply
Students role in.. Preparation Attend Presentation Participate Practice Apply strategies with guidance Self- Evaluation Self-assess strategies Expansion Use strategies independently Transfer strategies to new tasks
CALLA-FL Assessment w Use authentic content tasks. w Evaluate content knowledge. w Evaluate language proficiency. w Use self-report for learning strategies. w Use self-assessment and reflection.
CALLA-FL Assessment w How can you use assessment to better understand your struggling students? w Can assessment become a more positive experience for your struggling students?
CALLA-FL Instruction Is... w Learner-centered w Reflective w Supportive w Focused w Enthusiastic