1. Dale’s Cone of Experience
Learning
We Tend
to Remember
Level of Involvement
10%
Reading
Verbal Receiving
20%
Hearing Words
30%
Looking at Pictures
Passive
Visual Receiving
Watching a movie
Looking at an Exhibit
Watching a Demonstration
Seeing it actually done
50%
Participating in a Discussion
Giving a Talk
Participating
70%
Active
Doing a Dramatic Presentation
Simulating the Real Thing
Doing the Real Thing
Doing
90%

2. Citation Examples Journal article Chapter in an Edited Text
Berkerian, D.A. (1993). In search of the typical eyewitness.
American Psychologist, 48,
Chapter in an Edited Text
Bjork, R.A. (1989). Retrieval inhibition as a adaptive mechanism in human
memory. In H.D. Roediger III & F.I.M. Craiks (Eds.), Varieties of
memory & consciousness (pp ). Hillsdale, NJ: Erlbaum.

3. Citation Examples Continued
Text
Cone, J.D. & Foster, S.L. (1993). Dissertations and thesis from start to finish: Psychology and related fields. Washington, D.C.: American
Psychological Association.
Internet Article
VandenBos, G., Knapp, S., & Doe, J ). Role of reference elements in the
selection of resources by psychology undergraduates [Electronic
version]. Journal of Bibliographic Research, 5,
Fredrickson, B.L. (2000, march 7). Cultivating positive emotions to optimize
health and well-being. Prevention and Treatment, 3, Article 0001a.
Retrieved November 10, 2000, from

4. Create a citation for each of the four examples that follow.
Citation Assignment
Create a citation for each of the four examples that follow.
Chapter in an Edited Text
Chapter: Sheltered Subject-Matter Teaching
Author: Stephen D. Krashen
Text: Methods That Work
Date of publication: 1993
Pages:
Editor: John W. Oller, Jr.
Publisher: Heinle & Heinle
Site of Publication: Boston, Massachusetts

5. Citation Assignment, cont.
2. Journal article
Article: Code Switching, Bilingualism, and Biliteracy: A Case Study
Author: A. Huertas-Macias
Date of publication: 1992
Pages: 3,4
Volume: 16
Journal: Bilingual Research Journal

6. Citation Assignment, Cont.
3. Internet Article
Article: Bilingual Assessment
Author: Jim Cummins
Date of publication: 2001
Retrieval Date:
Internet Address:
4. Text
Title of Book: Promoting Academic Success for ESL Students
Author: Virginia P. Collier
Date of Publication: 1995
Site of Publication: Elizabeth, NJ
Publisher: NJTESOL-BE, Inc.

7. Strategies to Increase the Academic Literacy of the Bilingual Student
Active learning
Cooperative Learning
Whole Language
Phonemic Awareness
Authentic Literature
Problem Solving
Blooms Taxonomy

8. Strategies, Cont. Development of Prior Knowledge
Calla: Cognitive Academic language Learning Approach
Instructional Conversations
Graphic Organizers
Authentic Assessment
Parental Involvement

9. Strategies, Cont. Peer Coaching Culture Technology: Computers CD-Rom
Laser Disks
Multi-Media

10. What Should be in Place on Entering an ESL Classroom?
Certified and Endorsed Teachers
Active Learning
Higher Order Thinking
Developmentally appropriate Materials
Ongoing Collaboration with content Area Teachers
Knowledge of state and national Laws, Statutes, Court Decisions

11. ESL Classroom, Cont. Knowledge of TEKS Knowledge of TAAS Objectives
Knowledge of Authentic Assessment
Knowledge of Research Based ESL Strategies and Techniques
Established Centers
Integration of Music, Art, P.E.

12. ESL Classroom, Cont. Predictable daily procedures Whole language
Phonemic awareness
Big Books, chapter Books, Authentic Literature

13. ESL Classroom, Cont. Professional Library Wong-Fillmore Krashen Short
Cummins
Collier
Lindholm
Genesee
Christian
Montone
Hakuta
Wong-Fillmore
Short
Brister
Gonzalez
Clay
Lambert(William and Wallace
U.S. Department of Education

14. ESL Classroom, Cont. Software CDs and Cassettes Videotapes Computers:
Internet
Content Areas

15. Goldilocks Knowledge Comprehension Application
What are some of the things goldilocks did?
Why did goldilocks like the things that belonged to the little bear?
If goldilocks came to your house, what might she have tried to use?
Knowledge
Comprehension
Application

16. Goldilocks, Cont. Analysis Synthesis Evaluation
What parts of the story couldn’t have really happened?
How might the story have been different if goldilocks had visited the “three fishes”?
Was goldilocks good or bad? Why do you think so?

17. Content Area ESL Cooperative Learning Graphic Organizers
Cognitive Academic Language Learning Approach(CALLA)
Higher Order Thinking
Multiple Intelligences
Scaffolding

18. Content Area ESL, Cont. Prior Knowledge
Strategies for Integrating Language and Content
Adaptations
Technology
Parental Involvement
Authentic Assessment and Portfolios

19. Programs for ELLs Transitional Bilingual Education
Maintenance/Development
Canadian Immersion
Structured English Immersion
Two-Way Immersion Programs

20. Programs for ELLs, cont. Newcomer Programs Sheltered English
Specially Designed Academic Instruction in English(SDAIE)
ESL Pullout
English Language Development(ELD)

21. Strategies
Strategies are specific methods of approaching a problem, a task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information.
They are contextualized “battle plans” that might vary from moment to moment, or day to day, or year to year.
Strategies vary intraindividually: each of us has a whole host of possible ways to solve a particular problem and we choose one—or several of those in sequence—for a given problem. (H.D. Brown, 1994, p. 104)

22. Knowledge Evaluation 1 6 Who? What? Remember
Name Define Memorize Repeat
Record List Recall Locate Relate
Know Match State Write Recognize
Books, facts,events, T.V., radio, newspapers, films, records, models
Who?
What?
Evaluation 6
Judge
Appraise, evaluate, rate, value, justify
measure, revise, decide, choose, discuss
Score, select, assess, estimate, debate
Recommendations, surveys
Simulations, news items
court trials, evaluation
Why?
Why Not?

23. Activities That integrate Content And Academic language
Phase
Activity
Preparation
Show students how to use graphic organizer to identify prior knowledge, prepare study guides, and restructure prior knowledge.
Have students identify new words and structures that they hear
or read.
Presentation
Provide general overview of lessons; present new information in
chunks
Scaffold new information to support meaning and ensure comprehension.
Integrate process skills with content.
Provide explicit instruction in learning strategies.

24. Activities That integrate Content And Academic language
Phase
Activity
Practice
Students listen, speak, read, and write in all content areas.
Use hands on and cooperative learning activities.
Expansion
Use content resource materials.
Connect to outside experiences.
Evaluation
Monitor students’ comprehension and teach the to :know when they don’t know”.
Students describe and evaluate the strategies they use.