1. Pig Latin, Languages Study & Cognitive Load
John Wolfe
Minneapolis Public Schools
Multilingual Department

2. Rita & John ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.
John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.

3. Relax … Everything (and more) is on The Wiki http://www. mplsesl

4. Today (Pig Latin, Languages Study & Cognitive Load )
Theory
Pig Latin 101 (& 102)
Academic Work: Analyzing
Today (Pig Latin, Languages Study & Cognitive Load )

5. Ladies & Gentlemen … The Point to the Pig Latin
“You ain’t seen nothing yet!”
Approach to Instruction

7. The Pig Latin Presentation Learnings Feel the Burn:
Hattie on Expertise & the “Curse of Knowledge”
Cognitive Load & Language Performance
Supports & Scaffolds: The Three WIDA Supports (Visual, Graphic, & Intersocial)
Supports for all four domains
Remove the Scaffold = Remove the Ability (scaffolds are to support performance …. not just to launch performance)
Metacognitive Coaching & Learning Strategies
Coaching for Cognates
Coaching for Proceduralization
Coaching for Chunking
Coaching for L1 Review/Clarification
Language use is effortful, tiring, frustrating … & rewarding
Bonus: CIA Interrogation story

8. John Hattie on Teaching & The “Curse of Knowledge”
 Experts underestimate task difficulty for novices
A number of research studies have shown how experts in a field often experience
difficulties when introducing newcomers to that field. For example, in a genuine
training situation, Pamela Hinds (1999) found that people expert in using mobile
phones were remarkably less accurate than novice phone users in judging how
long it takes people to learn to use the phones. Experts can become insensitive
to how hard a task is for the beginner, an effect referred to as the ‘curse of
knowledge’. Dr Hinds was able to show that as people acquired the skill, they
then began to underestimate the level of difficulty of that skill. Her participants
even underestimated how long it had taken themselves to acquire that skill in
an earlier session. Knowing that experts forget how hard it was for them to learn,
we can understand the need to look at the learning process through students’
eyes, rather than making presumptions about how students ‘should be’ learning

9. ContentLearning Content learning
It’s all about
Cognitive Load
ContentLearning
Content learning
Language Demands

10. Cognitive Load Language Demands It’s all about ContentLearning
New vocabulary
New language structures
Not-yet-mastered vocabulary
Not-yet-mastered structures
ContentLearning
Content learning
Language Demands

11. The Pig Latin Presentation Learnings
Hattie on Expertise & the “Curse of Knowledge”
Cognitive Load
The Three WIDA Supports (Visual, Graphic, & Intersocial)
Supports for all four domains
Coaching & Strategy
Coaching for Cognates
Coaching for Proceduralization
Coaching for Chunking
Coaching for L1 Review/Clarification
Remove the Scaffold = Remove the Ability (scaffolds are to support performance …. not just to launch performance)
Language use is effortful, tiring, frustrating
CIA Interrogation story

12. Pig Latin: Basic & Advanced

17. Cognitive Coaching Moment:
Rehearsal for automatization
Extending

20. Blends
FLY  Y-FLAY
Cognitive Coaching Moment:
Cue noticing

22. Cognitive Coaching Moment:
Cue noticing

24. Cognitive Coaching Moment:
Cue chunking

25. Prosody: Diving-Board Words
Stretch conjunctions & prepositions to create “thinking time” before you move to the main words.
I-yay ame-cay ooo-tay … ury-bay easer-Say, ot-nay oo-tay … … aise-pray im-hay.

26. Prosody: Diving-Board Words
Stretch conjunctions & prepositions to create “thinking time” before you move to the main words.
I-yay ove-lay
uu-yay,
ut-bay … …
I’m-yay ot-nay…
in-yay ove-lay
ith-way uu-yay.

27. Words that Begin with vowel sounds
Ognates-Cay
Multi-Syllable Words
Words that Begin with vowel sounds
Duplicate = ?
Restaurant = ?
Television = ?
I = ?
Entirely = ?
Honesty = ?
Engineers are extremely interesting.
Interesting events are often overbooked.

28. A More Demanding Analysis: The Sponge-Gun
Feel the Burn – Cognitive Load & The Curse of Knowledge
At your table discuss:
how does your knowledge of Pig Latin vocabulary & grammar/verbal structures compare to your English command of the same?
what’s the difference between your Pig Latin & your English?
how does this affect your ability to use it to communicate?

29. Analyzing-yay: arts-Pay and-yay …… … e-thay ole-wHay
ole-wHay …. uht-way is-yay uh-thay ole-wHay?
Analyzing-yay: arts-Pay and-yay …… … e-thay ole-wHay
arts-Pay …. uht-way are-yay uh-thay arts-Pay?

30. Analyzing-yay: ow-hay… arts-Pay ontribute-cay v … e-thay ole-wHay
Analyze-yay: at-Whay are-yay e-thay arts-pay at-thay ontribute-cay … oo-tay … … a-yay icycle-bay oving-may?

31. Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay …
Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay … … e-thay ole-wHay
ole-wHay …. uht-way is-yay uh-thay ole-whay?
ole-wHay …. uht-way are-yay uh-thay arts-Pay?

32. Reflections? At your table, discuss the bicycle analysis activity in terms of the four learnings …
Feel the Burn – Cognitive Load & The Curse of Knowledge
Supports & Scaffolds
Metacognitive Coaching & Learning Strategies
Language use is effortful, tiring, frustrating … & rewarding

33. Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay …
Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay … … e-thay ole-wHay
ole-wHay …. uht-way are-yay uh-thay arts-Pay?
ole-wHay …. uht-way is-yay uh-thay ole-whay?

34. A More Demanding Analysis: The Sponge-Gun
Feel the Burn – Cognitive Load & The Curse of Knowledge
Supports & Scaffolds
Metacognitive Coaching & Learning Strategies
Language use is effortful, tiring, frustrating … & rewarding

35. onge-Spay un-Gay

36. igger-Tray
aft-Shay
ake-Bray
ing-Spray

37. Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay …
Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay … … e-thay ole-wHay
ord-Way ank-Bay
ush-pay
ull-pay
until-yay
ompress-cay
eate-cray
elease-ray
catches-cay
(“until-yay uh-thay ake-bray atches-cay”)

38. Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay …
Analyzing-yay: ow-hay… arts-Pay ontribute-cay oo-tay … … e-thay ole-wHay
ord-Way ank-Bay
ush-pay
ull-pay
until-yay
ompress-cay
eate-cray
elease-ray
catches-cay
(“until-yay uh-thay ake-bray atches-cay”)

39. Reflections? At your table, discuss the bicycle analysis activity in terms of the four learnings …
Feel the Burn – Cognitive Load & The Curse of Knowledge
Supports & Scaffolds
Metacognitive Coaching & Learning Strategies
Language use is effortful, tiring, frustrating … & rewarding

40. ord-Way ox-bay: … arts-pay … e-thay ole-wHay … ontribute-cay
ormative-Fay Assessment-Yay: Use-yay e-thay ictures-Pay oo-tay …explain-yay at-why e-way ean-may y-bay ANALYZING-yay.
ord-Way ox-bay: … arts-pay … e-thay ole-wHay … ontribute-cay

41. Analyze-yay ow-Hay e-thay arts-pay ontribute-cay opularity-pay of-yay aylor-Tay Ift’s-Sway “Ake-shay it-yay off-yay”

42. At-Whay arts-pay ontribute-cay oo-tay is-thay ongs-say opularity-pay?
Ick-clay oo-tay ay-play e-thay ong-say.

43. Reflections? At your table, discuss the bicycle analysis activity in terms of the four learnings …
Feel the Burn – Cognitive Load & The Curse of Knowledge
Supports & Scaffolds
Metacognitive Coaching & Learning Strategies
Language use is effortful, tiring, frustrating … & rewarding