1. Core Instructional Strategies
Comprehensible Input
Modeling Cycle
Core Instructional Strategies
Checking for Understanding
Student Engagement
AUDII 2014

2. Introduction and Objectives
Framework
Purpose
Why are we learning this?
Articulation
Clear definition of each strategy and what it is and what it is not
Toolbox of 3 – 5 strategies that if implemented activate the targeted strategy.
Introduction and Objectives

3. Group Activity
What do good teachers do to effectively instruct students?
Discussion in groups of 4-
3 minutes

4. Video http://www.youtube.com/watch?v=dxPVyieptwA
Let’s watch the three following video clips and reflect on the ideas that you have shared in your groups.
Non-example

5. Video
Example

6. Video
Lower Grade example

7. Video
Upper grade example.

8. Compare and Contrast Activity
What were the three teaching practices that most differentiated the first example from the second two examples?
Write each down on a post-it note and discuss them with your partner.
5 minutes

9. In the DLI instructional setting, we consider these six core instructional strategies to be the backbone of effective instruction.

10. Core Instructional Strategies
Comprehensible Input
Modeling Cycle
Core Instructional Strategies
Comprehensible Input
Modeling Cycle
Checking for Understanding
Student Engagement
Checking for Understanding
Student Engagement
Today we are going to focus of four of the six core instructional strategies: Comprehensible Input; Modeling Cycle, Checking for Understanding; and Student Engagement.
AUDII 2014

11. What key ideas do you remember from Mimi’s presentation about Comprehensible Input? Turn to your partner and share.
This morning we are going to review what Comprehensible Input is, but more importantly we are going to identify and discuss strategies that we can use to ensure that our instruction is comprehensible.
Comprehensible Input

12. Comprehensible Input
Definition: The ability to make content and language understandable and accessible to students.
Toolbox Strategies:
Visual Support
Contextualization
Adapted Language Use
Choral read the definition: “Let’s all read the definition of Comprehensible Input on the count of e. 1,2,3…..”
The three essential category of strategies for making input comprehensible that we want to make sure that you have or can add to your toolbox today are:
Visual support, Contextualization and Adapted language Use.

13. Comprehensible Input Video #1
Let’s watch the following video and be ready to identify the topic of the presentation and at least two key points to share with your partner.
Process their experiences by asking 1-2 participants to paraphrase what their partner shared.
How did you feel watching this video, knowing the expectation of the assignment?

14. Comprehensible Input Definition: Matching sound with meaning
VISUAL SUPPORT
Definition: Matching sound with meaning
Toolbox Strategies:
Gestures and body language
Pictures and objects (realia)
Videos
Total Physical Response (TPR)
CATEGORY – The Visual Support category can be activated through the following strategies:
Gestures and body language-Model (head, shoulders, knees and toes song)
Pictures and objects-video example
TPR-Model (I touch the apple. I feel the apple. I smell the apple, I taste the apple.

15. Comprehensible Input
CONTEXTUALIZATION
Definition: Provide multiple, meaningful, repeated exposure to targeted words, concepts and skills in a variety of contextualized ways.
Toolbox Strategies:
Preview material
Storytelling
Songs and chants
If we want to capitalize on the principle of contextualization to enhance student access to our instruction, what must we do? Choral read: Let’s read the definition together when I snap my fingers… “provide students with multiple, meaningful, repeated exposure to targeted words, concepts and skills in a variety of contextualized ways”
Here are three strategies from the Contextualization toolbox. When I read each, show me with a thumb-up, Thumb-side, Thumb down to show me how much you already use these strategies in your practice?
Let’s watch the following video and let’s identify which of the Contextualization toolbox strategies listed here are used by the teacher.

16. Video
Turn to your partner and share the strategies you noticed the teacher using. Call one person from each table to share (3-4 tabes)

17. Comprehensible Input Definition: Caretaker Speech Toolbox Strategies:
LANGUAGE
Definition: Caretaker Speech
Toolbox Strategies:
Complexity of speech
Rate
Enunciation
Predictability
What do we mean by caretaker speech?
Model: Complexity of Speech, Rate, Enunciation, give example of predictable speech (phrases used daily-for classroom routines). Predictable text books, such as as “Brown Bear, Brown Bear”

18. Comprehensible Input
Without comprehensible input, acquisition of the immersion language is significantly compromised!
Choral Read-On two snaps, let’s read together. Ready, snap, snap,,,,

19. Introduction to New Material
Content Objective
Language Objective
Engagement
Opening
Comprehensible
Cognitive
Orally
Interactive
All Students Participate
Engagement
Orally
Interactive
Introduction to New Material
Cognitive
Comprehensible
All Students Participate
Engagement
Guided Practice
Orally
Interactive
Cognitive
When is comprehensible input most critical within the instructional framework? Why?
Turn & Talk with a Partner
All students Participate
Teacher Does
Modeling Cycle
Teacher & Student
Student & Student
All Students Participate
Cooperative & Orally Interactive Independent Practice
Sentence Frames are Used
Content is Applied
Closing (re-visit Learning Objectives)

20. Modeling Cycle

21. Modeling Cycle
Definition: Means of a teacher showing a child what we want them to know and be able to do and providing them four opportunities to show them what the expected outcome is.

22. Video

23. Partner Activity
With a partner, identify and write the 4 opportunities used by the teacher to model what the students were expected to know and do.

24. Modeling Cycle I Do, We Do, You Do, You All Do Teacher Does
Teacher & student Do
Student and Student Do
All Students Do
Participants self-correct
Candy treats for those who get it right!

25. Modeling cycle is the bridge between learning to and doing to show that we know.
Choral read on three finger-snaps..

26. Introduction to New Material
Content Objective
Language Objective
Engagement
Opening
Comprehensible
Cognitive
Orally
Interactive
All Students Participate
Engagement
Orally
Interactive
Introduction to New Material
Cognitive
Comprehensible
All Students Participate
Engagement
Guided Practice
Orally
Interactive
Cognitive
What facets of the instructional framework does the modeling cycle always follows and precedes?
All students Participate
Teacher Does
Modeling Cycle
Teacher & Student
Student & Student
All Students Participate
Cooperative & Orally Interactive Independent Practice
Sentence Frames are Used
Content is Applied
Closing (re-visit Learning Objectives)

27. Student Engagement

28. Student Engagement
Definition: Ensuring that ALL students are cognitively engaged ALL the time by providing Opportunities to Respond (OTR) through different modalities:
Visual
Physical
Cognitive
Oral
** EVERY opportunity in an immersion classroom should be paired with oral responses)
Why should every opportunity in an immersion classroom be paired with oral responses?
Turn to a partner and discuss.
1-2 minutes

29. Visual Response Toolbox Strategies: White Boards
Response Cards/Response Systems
Pre-printed, Write-on, Cover part, Color Cards, Pictures
Thumbs up/Thumbs down
Model using white boards, response cards, Thumbs up/thumbs down.

30. Physical Response Toolbox Strategies: Actions (TPR) Move to the Answer
Four Corners, Opinion lines, Stand on the Answer
Sit Down/Stand Up
Model TPR
Move to the Answer-Display different cereal boxes around the room and ask a group of participants to stand by the cereal they prefer. Discuss with your group why this particular cereal is your favorite.
Four corners will be modeled later in the session.
Opinion Lines-Participants form a line responding to a question: Is chocolate the best drink? Participant form a line with those that think chocolate is the best drink on one end and those that strongly disagree on the other end. Fold the line and have students with differing opinions on a topic share their views.
Stand up/Sit down- stand up if you like dogs, cats, cows, horses, etc.

31. Cognitive Response Toolbox Strategy: Think Time (3-5 seconds)
Think time should always follow a question.

32. Oral Response Toolbox Strategies: Choral Responses
Turn & Talk/Tell a Partner
Teach-teach
Mirror
Blow it away!
Students blow the answer in their hands then say it out loud as “it” flies through the air.
In the next video we see the teacher using three very effective oral engagement strateies:
Teach/teach or also known as Teach/OK
Mirror
Blow it away!

33. Oral Strategies Videos
Let’s watch a video where the teachers uses three effective oral strategies:
Teach-teach or also know as Teach-OK
Mirror
Blow it away!

34. Activity Four Towns Look at the engagement strategy on your slip.
Decide if your strategy requires a physical (P), visual (V), oral (O), or cognitive (C) response.
Move to the appropriate town and tell the others why you should live in that town.
Label strategies on handout.

35. Activity Practice and Application
Design engagement strategies that meet the criteria and are appropriate to the learning objective and activity assigned to your group.

36. Engagement Strategies/Language Output
If you do not have them use the immersion language they won’t
Get It!
Choral read when I ring the bell …

37. Introduction to New Material
Content Objective
Language Objective
Engagement
Opening
Comprehensible
Cognitive
Orally
Interactive
All Students Participate
Engagement
Orally
Interactive
Introduction to New Material
Cognitive
Comprehensible
All Students Participate
Engagement
Guided Practice
Orally
Interactive
Cognitive
During what phases of instruction is engagement activated in the instructional framework?
All students Participate
Teacher Does
Modeling Cycle
Teacher & Student
Student & Student
All Students Participate
Cooperative & Orally Interactive Independent Practice
Sentence Frames are Used
Content is Applied
Closing (re-visit Learning Objectives)

38. Checking for Understanding

39. Checking for Understanding
Definition: Strategies that are used to elicit evidence that the student is understanding the language and content for the purpose of
Toolbox Strategies:
Monitoring student progress
Visual, Physical and Oral OTRS (opportunities to Respond)
Informing instruction
Visual, Physical and Oral OTRS (opportunities to Respond
Notice that the strategies for checking for understanding are the same as Engagement (or OTRs). What is the relationship between the two? Turn and talk with a partner.
Difference between OTR and Check for Understanding:
OTR is for the benefit of the student
Check for Understanding is for the benefit of the teacher to inform instruction

40. How do we elicit evidence of student content and language understanding?
Scenario of a teacher instructional situation
Activity – TURN AND TALK

41. Checking for Understanding Video
Working with a partner, identify the four modalities of checking for understanding
Based on the student response, what would you do next if you were the teacher? Share and discuss with your partner.
Based on the student response, what would you do next if you were the teacher?
Process as group.
Ask: What modalities did the teacher in the video use to check for understanding?

42. Introduction to New Material
Content Objective
Language Objective
Engagement
Opening
Comprehensible
Cognitive
Orally
Interactive
All Students Participate
Engagement
Orally
Interactive
Introduction to New Material
Cognitive
Comprehensible
All Students Participate
Engagement
Guided Practice
Orally
Interactive
Cognitive
When is checking for understanding critical within the instructional framework? Turn and talk with a partner.
All students Participate
Teacher Does
Modeling Cycle
Teacher & Student
Student & Student
All Students Participate
Cooperative & Orally Interactive Independent Practice
Sentence Frames are Used
Content is Applied
Closing (re-visit Learning Objectives)

43. Matching Activity
Working with a partner, categorize the three teaching practices you wrote on the sticky post-it at the beginning of the session.

44. Expert Group Activity
Each group will provide the rationale (why), a clear definition and model 3-5 strategies from the toolbox for their assigned Core Instructional Strategy.
Assign each group of 4-6, one of the four instructional strage

45. Lingering Questions