Presentation on theme: "Features of Effective Instruction Assessing Progress Designing Instruction Scaffolding Continually examining student data from both formal and informal."— Presentation transcript:
Features of Effective Instruction Assessing Progress Designing Instruction Scaffolding Continually examining student data from both formal and informal assessments to determine student’s knowledge and skills Adjusting and extending instruction (e.g., teacher’s language, tasks, materials, group size) so that the student is challenged and able to develop new skills ( Gunning, 1998; Rosenshine, 1997) Using student data to plan effective instruction for students
There are several ways to enhance lessons for students: Model the correct forms. Focus on the topic. Focus on meaning. Emphasize comprehension (receptive vocabulary). Improve student status. Treat ALL your students as HIGH ACHIEVERS.
There are several ways to scaffold classroom interaction for ELLs: Confirmation checks: “Did you say that...?” “Dijiste que..” Comprehension checks: “Show me that you understand by answering this question, raising up the correct card, placing blocks in correct box, etc.” “Muestrame que entiendes respondiendo esta pregunta, levantado la tarjeta apropiada, colocando los bloques en la caja correcta, etc..” Clarification requests: “When you said that, what did you mean ? “Cuando dijies eso, qué quisiste decir?” Repeat key statement. Expand key concepts: restate, use synonyms, antonyms, explain. Diga la misma idea en otras palabras. Deme otra palabra que signifique lo mismo…
Differentiating Pace The teacher needs to be aware of pace and be willing to make adjustments. Break long tasks into shorter ones. Extend time for assignment completion if necessary. Eliminate timed assignments which require language proficiency higher than what student has acquired. Extend wait time for oral responses. Highly recommended! Give them time to formulate their thoughts into English. Students’ responses will be of much higher quality.
Differentiating Materials The teacher needs to be able to differentiate materials: State adopted text and materials Texts at appropriate reading level Outlines provided in advanced for reading/lectures Highlighted texts, materials, handouts Taped texts and/or lectures Annotated, illustrated, monolingual dictionaries Bilingual dictionaries
Differentiating Materials (cont.) Manipulatives Copy of teachers’ notes. High interest, theme-related reading for pleasure/enrichment. Technology: Audio visual, multimedia. Visuals: maps, charts, graphs, timelines, diagrams, skits, demonstrations, films, pictures, labels, transparencies, etc.
Differentiating Instruction The teacher needs to be able to: Accommodate for a variety of learning styles (some students are visual, others remember by “doing”). Be sensitive to students’ needs. Create environment where students feel free to take risks. Allow for use of native language. Use alternative assessment for evaluation. Verify that assessment instruments being used are valid and reliable.
Learning Environment The teacher should create a positive and supportive classroom environment: Activate students’ prior knowledge. Modify the pace of instruction accordingly. Allow for wait time. Use cooperative groups as learning strategy. Minimize the affective filter. Be watchful of negative non-verbal gestures. Take advantage of “Learning Buddies” or peer tutors. Encourage student use of language in social and academic situations. Facilitate independent use of language.
Study Skills & Graphic Organizers Teachers should promote study skills in order help ELLs process information. Many students have not acquired such skills such as note-taking, organization, active listening, planning, etc. Students will benefit from the explicit teaching of study skills. Graphic organizers help contextualize material and vocabulary to make content comprehensible. Teach-nology.com and Educationworld.com have many graphic organizers available for free download. Teach-nology.comEducationworld.com