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Teaching in Immersion Programs: What do teachers need to know and be able to do? Myriam Met

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Presentation on theme: "Teaching in Immersion Programs: What do teachers need to know and be able to do? Myriam Met"— Presentation transcript:

1 Teaching in Immersion Programs: What do teachers need to know and be able to do? Myriam Met

2 Core Strategies Input Input Checks for Comprehension Checks for Comprehension Output/Interaction Output/Interaction Engagement Engagement

3 Comprehensible Input 1. Visual cues Matching sound with meaning (visuals, modeling) Matching sound with meaning (visuals, modeling) Body language/gestures Body language/gestures Hands-on experiences Hands-on experiences Manipulatives Manipulatives

4 Comprehensible Input 2. Context Stories Stories Advance Organizers Advance Organizers Background knowledge Background knowledge

5 Stories as Input Stories as Input

6 Making Input Comprehensible 3. Language Caregiver speech Caregiver speech Repetition and predictability Repetition and predictability Routines Routines Chants, songs, and fingerplays Chants, songs, and fingerplays Paraphrase, Definition, Explanation Paraphrase, Definition, Explanation

7 Multiple encounters with new language in meaningful contexts What does “multiple encounters with new language in meaningful contexts” mean? What does “multiple encounters with new language in meaningful contexts” mean? Why are multiple encounters important? Why are multiple encounters important? What do you do in your classroom to ensure that students have “multiple encounters with new language in meaningful contexts”? What do you do in your classroom to ensure that students have “multiple encounters with new language in meaningful contexts”?

8 Check for Comprehension

9 Limited Response Visual and non- verbal feedback Visual and non- verbal feedback Yes/no (true/false; thumbs up/thumbs down; physical response) Yes/no (true/false; thumbs up/thumbs down; physical response) Act out Act out Make my sentence true; do as I say Either/or Fill in the blank

10 Output/Interaction Importance of pair and group work (vs. interaction with the teacher) Importance of pair and group work (vs. interaction with the teacher) 'testing the waters' 'testing the waters' Engaging in verbal interaction vs. Non- verbal play or work Engaging in verbal interaction vs. Non- verbal play or work Getting more input through interaction Getting more input through interaction

11 In your classroom … Who gets the most output practice? Who gets the least? Who gets the most output practice? Who gets the least? How many oral output opportunities does the average student get in your class? How many oral output opportunities does the average student get in your class?

12 In your classroom … What strategies do you use to give students oral output opportunities? What strategies do you use to give students oral output opportunities? For grades 2-3: How do you plan differently for student output to lead to longer, sustained oral production?

13 ENGAGEMENT “You can’t drill anything into a sponge. You have to make the sponge soak up the information.”

14 ENGAGEMENT I do I do We do We do You Do

15 ENGAGEMENT Some strategies: Student to Student Interactions Student to Student Interactions Students tell partner before the teacher Students tell partner before the teacher White boards, reply cards White boards, reply cards Physical actions Physical actions

16 In every lesson, I … Am understandable and only speak the target language Am understandable and only speak the target language Check for comprehension Check for comprehension Provide multiple encounters in meaningful contexts for new language Ensure student output/interaction

17 In every lesson, I Think about student engagement (what will THEY be doing?) Think about student engagement (what will THEY be doing?) Gradually move students to independence Gradually move students to independence Consider the pacing of the lesson (how long activities last) Consider sequencing (in what order …) Assess learning


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