1. The Stand Out Approach to Multilevel Instruction Rob Jenkins Author The Heinle Picture Dictionary Lesson Planner Upon entering, discuss with neighbors what you consider benefits to multilevel instruction.

2. What do you know about Lesson Planning?  List the six stages of a lesson plan in order.  What is the difference between Practice and Application?  Is it pedagogically better to do the same types of activities over and over or to do a variety of activities and why?  What does the “C” in SCI (Student- ____ Instruction) stand for? Give a few examples of SCI.  How can you foster community in the classroom and how important is it?

3. The Stand Out Approach Give students challenging opportunities to be successful in their language-learning experience so they develop confidence and become independent, lifelong learners.

4. Challenging Opportunities Teach students to: think critically think critically work cooperatively work cooperatively transfer language and thinking skills to any task transfer language and thinking skills to any task

5. Ensure Success  Warm-up, Introduction: Establish a context and purpose  Presentation: Provide students with the building blocks and skills they need  Practice: Provide meaningful tasks  Evaluation: Ensure that students are successful  Application: Allow students to use the language in creative and personal ways

6. The Multilevel Classroom Warm-up and Introduction Warm-up and Introduction Presentation 1,2,3 Presentation 1,2,3 Likeability Practice 1,2,3 (& Evaluation) Cross-ability Practice (& Evaluation) Application 1,2,3 Application 1,2,3 WIPPEA

7. Warm-up & Introduction Establish Context Present context to all groups together Use visuals Use visuals Address all students equally no matter the level Address all students equally no matter the level Be aware of word choice Be aware of word choice Elicit responses from all students (different questions for different levels) Elicit responses from all students (different questions for different levels) Avoid translating or using language other than English. Avoid translating or using language other than English. Provide unique objective for each level in the same context. Provide unique objective for each level in the same context.

8. Warm-up & Introduction Establish Context Realia Charts and Graphs Acting out ideas Textbooks Internet (weather.yahoo.com)

9. Charts or Graphs

10. Textbooks and Dictionaries

11. Presentation & Likeability Practice Give simple presentation instructions to each group in front of the whole class starting with the highest group. Then do a more complete presentation with the lowest group. Create worksheets or handouts for each level, or Create worksheets or handouts for each level, or Find materials from different level materials, or Find materials from different level materials, or Use Activity Bank CD-ROM, Examview, Grammar Challenge, or Use Activity Bank CD-ROM, Examview, Grammar Challenge, or Set higher levels in cooperative-learning groups Set higher levels in cooperative-learning groups  After presenting and giving work to the higher levels, present in more detail to the lowest level.  Give the lowest level practice and then observe and help the other groups.

12. Presentation & Cross-ability Practice Ask students to work in groups and pairs of different levels. Seek after activities that provide practice for every student. Tutoring Tutoring Cooperative learning tasks where students of different levels work together with multiple tasks and each students’ task is specific to his/her level. Cooperative learning tasks where students of different levels work together with multiple tasks and each students’ task is specific to his/her level.  Team Projects  Role-Plays  Info Gap Activities  Tasks

13. Application Level A: Level B: Level C: Class Presentation Different Application activities for each level, but everyone knows what the others are doing.

14. Classroom Management Meeting the needs of everyone: Colored folders/Portfolios per level Colored folders/Portfolios per level Goal Charts (monitoring student success) Goal Charts (monitoring student success) Spelling Tests Spelling Tests Dictation Dictation Breaks Breaks Time Management Time Management Classroom Responsibilities Classroom Responsibilities Team Projects Team Projects Grouping (line, corners, numbered heads, folders, etc.) Grouping (line, corners, numbered heads, folders, etc.)

15. Demonstration  What are the objectives?  What are the likeability activities  What is the cross-ability activity  Was there an evaluation of the practice?  What were the application activities  What did you like about the demonstration?  What could be another way to do any of it?

16. Assignment Write your own lesson plans and be prepared to demonstrate one of them briefly for the group. Complete the Lesson Plan Format Sheet.

17. QUESTIONS? Rob Jenkins Jenkins_rob@sac.edu Staci Johnson Johnson_staci@sac.edu For presentations and handouts: www.stacijohnson.net