After studying the LSP material, Martin awaits the arrival of meaning.

DAY 3

Northern Metropolitan Region

LANGUAGE SUPPORT PROGRAMCharmaine Tu (Speech & Language

Pathologist)

A teaching and learning program designed to support students with

oral language difficulties in the classroom.

Taking the first step!

Why are we doing this?Why are we doing this?

•Speech and language disorders constitute the largest handicapping condition in society (5-10%).

•We can expect language disorders to comprise the largest handicapping condition in schools.

•40-100% of students with learning disabilities have language disorders.

•Language is not just another subject in school. It is the means by which all subjects are pursued.

•Children with Behavioural Disorders are 10 times more likely than other children to have unsuspected language disorders.

•Drop-out rate in children with speech and language disorders is 43% compared to 23% in non-impaired children.

•Adults consistently and incorrectly rate children with communication disorders as less intelligent than other children.

•Links have been made between oral language disorders and juvenile offenders (Snow & Powell).

Snow & Powell Research (2004-2005)

Study of 30 male juvenile offenders (13-19 years) completing community based

orders.

Performance on a range of oral languageprocessing and production skills was poorer

than that of a demographically similarcomparison group.


The study group had significantly poorer abilities in each of these areas:

• speed and accuracy of comprehension

• ability to understand abstract language e.g. metaphors, figurative language

• narrative recounts


Early language competence is a public health issue.

It provides ‘psychosocial’ protection toyoung people with respect to the

development of social skills, literacy andoverall academic achievement.

•build on teacher understanding of oral language development and difficulties

•develop a framework for understanding oral language

•utilise a more systematic process for identifying language difficulties in the classroom

•assist teachers to better cater for students with language difficulties within their classroom practices.

The LSP Professional Learning Program

Aims to:

A Framework for Understanding Oral

Language Ideas… Messages… Meanings… Vocabulary... Morphology… Semantics

Conventions… Rules… Grammar … Phonology…Syntax … Prosody

Purpose... Functions of language… Pragmatics

Ability to learn… knowing how to learn.. Metalinguistics…Metacognition

Speakers use language to achieve a number of

purposes or functions.

The knowledge of how to use languageappropriately is also known as the

PRAGMATICS OF LANGUAGEPRAGMATICS OF LANGUAGE

THE PURPOSE FOR COMMUNICATING

PRAGMATIC LANGUAGE

also refers to the social use of language.

When looking at what a student is saying, you need to examine

WHY they have said what they said (function)

and

HOW they have communicated their message (social use).


MANAGE AND DIRECT LANGUAGE

USE

PURPOSE FOR

COMMUNICATING

LISTEN AND SPEAK ‘BETWEEN THE

LINES’

ADJUST TO CONTEXT AND

AUDIENCE

USE LANGUAGE FOR DIFFERENT

GOALS


PURPOSE

FOR

COMMUNICATING

Take turns

Start, maintain and end conversations

Stay on the topic

MANAGING & DIRECTING

LANGUAGE USE

LISTEN AND SPEAK ‘BETWEEN

THE LINES’


AUDIENCE


GOALS

Student Behaviour

Appropriate Inappropriate

Starting conversations

Staying on topic/maintain conversation

Ending conversations

Take Turns in conversation

MANAGING & DIRECTING LANGUAGE

PURPOSE

FOR

COMMUNICATINGUse & understand

idioms and metaphors

‘Read’ the intended meaning

in a message

Read non verbal cues


LANGUAGE USE


THE LINES’


AUDIENCE


GOALS

Effective communicators comprehend and use: • language to imply a message• idioms and metaphors• what has been said in more abstract or imaginative ways

…inferring, going beyond what was said, linking ideas in non-literal ways

LISTEN AND SPEAK ‘BETWEEN THE LINES’

PURPOSE

FOR

COMMUNICATING

•Use context to assist understanding

•Link ideas in relation to context

•Judge what others might know

•Judge how much information to give

•Select appropriate words

•Know when they have not got their message across


LANGUAGE USE


THE LINES’


AUDIENCE


GOALS

Effective communicators will modify their language use when communicating with….

• a student with whom they have a good relationship

• their boss

• a parent who wanted to challenge about a decision they have made

• their colleagues with whom they share a close relationship

• work colleagues whom they barely know

• a student with whom they have a poor relationship

• their partner

• a parent who wanted to congratulate them

ADJUST FOR CONTEXT AND AUDIENCE

PURPOSE

FOR

COMMUNICATING

•Use language and intonation to request, agree, confirm, protest & comment

•Identify the goals for oral communication

•Infer the goals of the communication of others


LANGUAGE USE


THE LINES’


AUDIENCE


GOALS

• students may use different language to achieve the same goal

• the immediate goals of a student may differ from those of the teacher

Key issues in classroom language use include:…

• students vary in their ability to infer the goals of others

USE OF LANGUAGE FOR DIFFERENT GOALS AND FUNCTIONS

Walk there please.

Teachers and students often use intonation in sentences to communicate intentions.

Walk there please. Walk there please.

INTONATION can change the meaning or the intent


When students have difficulty using language to express intentions and goals, they frequently attempt to

use physical means to communicate their feelings and intentions.


Manage and Direct language

use

Adjust to Context and Audience

Language for different goals or

functions

Listen and speak “between the lines”

Effective use of language for

various purposes

IDENTIFICATIONPurposes

LSP Oral Language Observational Profile

Pg 80

Activities, teaching procedures & learning

strategies

Purposes

LSP Professional Learning Guidep. 107-108, 125, 128

A Framework for Understanding Oral

Language Ideas… Messages… Meanings… Vocabulary... Morphology… Semantics

Conventions… Rules… Grammar … Phonology…Syntax … Prosody

Purpose... Functions of language… Pragmatics

Ability to learn… knowing how to learn.. Metalinguistics…Metacognition

Implicit knowled

ge

Explicit knowledgeInquiry

Metacognition

Thinking about thinking….

•Gardner’s Multiple Intelligences

•De Bono’s Six Hats of Thinking

•Art Costa’s Habits of Mind

•Goleman’s Emotional Intelligence

•Bloom’s Taxonomy of Thinking

Implicit knowled

ge

Explicit knowledge

LSP

Inquiry

Metalinguistics

Thinking about language….

“The principle vehicle for teaching and learning is language.” Dr John Munro, 2005

Metalinguistic knowledge provides teachers with an important teaching toolkit.

Explicit knowledge of oral language can lead to better teaching and learning outcomes for all students.

Metalinguistic Knowledge

• The ability to think about oral language

• The ability to make oral language an object of thought

Opportunity to learn

language experiences

Ability to perceive

oral language

Ability to use

symbols

Ability to transfer what

they know

Ability to link ideas, e.g.

cause – effect

Ability to conceptualise and categorise

Ability to sequence and

order

We have various ways of learning.

ABILITY TO USE SYMBOLISM

Students need to be able to talk about ideas, events and actions when they are

not present.

Words are used to symbolise ideas and actions.

ABILITY TO SEQUENCE AND ORDER

Students are required to sequence and order in various contexts:

• sounds in words

• words in sentences

• sentences in discourse

As well as:

• multi step tasks

ABILITY TO CONCEPTUALISE OR CATEGORISE

Students learn the concept of a word and form word banks.

We use spoken words such as ‘kitten’ to refer to categories of items, rather than a single, particular item.The category ‘kitten’ is a concept. It applies to a category of animal that is small, fluffy, and baby cat, a pet, fun to play with, and drinks milk etc.

Perceptually Based

Meanings

Developmental Sequence for Learning Word Meanings

Functionally Based

Meanings

Meanings

in Hierarchies

Abstract Generic Based

Meanings

Words understood in

perceptual ways

Words understood in

functional ways

Some meanings

more general than

others

Words understood in abstract ways

What they look or sound

like

What they do or are used

for

Cars and bicycles are

vehicles

Understand transport as a

concept

When you ask a student what a word such as “car” means

It has wheels, it goes fast

People can drive them to

go places

Cars are vehicles like

bicycles

A type of transport

Individuals transfer their stored knowledge of language to other situations and apply them in new contexts.

ABILITY TO TRANSFER WHAT THEY KNOW

Students who do this can analyse and make links between their experiences.

Students are able to link ideas within and across sentences.

A relationship that can be demonstrated in a sentence is cause and effect:

Students can show they understand the links between ideas by comprehending and using sentences linked to a particular topic.

I am late because my mum forgot to wake me up.

ABILITY TO LINK IDEAS

To develop competency in oral language, children need to detect and discriminate

sounds.

ABILITY TO PERCEIVE ORAL LANGUAGE

Auditory perceptual abilities include being able to…

• hear adequately the range of sounds that make up speech

• Sort out a spoken message from other noises that occur at the same time

• Direct and maintain attention to a spoken message when other people are speaking

• Integrate a message when you only hear part of it

• Retain and say immediately information that was heard

Acuity

Auditory figure ground differentiation

Auditory selective attention

Auditory gestalt or closure

Short term Auditory memory

ABILITY TO PERCEIVE ORAL LANGUAGE

Quality language experiences :

• are graded in developmental complexity

• contain positive feedback

• encourage and model imitation in oral language contexts

• pair language and related motor activities.

OPPORTUNITY TO LEARN LANGUAGE EXPERIENCES

Earlier language experienc

es

APPLYING THE WAYS OF LEARNING TO LANGUAGE

EXPERIENCES

Knowledge of

language

• ideas• conventions• purposes

Language experience

s in different contexts

symbolisinglinking

conceptualising

categorising

sequencing

ordering

analyse,

take apartput together in new ways

trial

transfer

apply

Opportunity to learn

language experiences

Ability to perceive

oral language

Ability to use

symbolism

Ability to transfer what

they know

Ability to link ideas, e.g.

cause – effect

Ability to conceptualise and categorise

Ability to sequence and

order

We have various ways of learning.

IDENTIFICATIONAbility to Learn

LSP Oral Language Observational Profile

P. 80

Teaching procedures and learning strategies

Ability to LearnProfessional Learning Guide p. 109, 126, 129

bility to

earn

www.latrobe.edu.au/hcs/projects/CALM/CALM/home.html

CALM in the Classroom

when you have students who "just don't listen"

CALM in the Classroom

when you have students who "just don't listen"

5 L's of Active ListeningListen to the personLook at the personLips still-no talkingLap -hands in lapLegs -keep your legs still

5 L's of Active ListeningListen to the personLook at the personLips still-no talkingLap -hands in lapLegs -keep your legs still

http://www.latrobe.edu.au/hcs/projects/CALM/CALM/home.html

http://www.latrobe.edu.au/hcs/projects/CALM/CALM/home.html

APPLYING THE ICPAL MODEL•Choose a sample profile as group of 4

•Identify which elements of ICPAL are of concern

•Refer to the Examples of Teaching Procedures in manual/handouts

•Explore possible teaching procedures to target skills in the classroom

•Work in your group to implement the student’s language plan

The class teacher:• gains explicit knowledge of oral language

development

• recognises students lacking oral language skills and completes an LSP Oral Language Observation Profile

• consults with LSP School Team or Speech Pathologist (if appropriate)

• implements specific teaching strategies to support the students in class

• organises focused small group teaching

What might the LSP look like in a…

Junior classroom?

Senior class?

• The meanings of specific instructional vocabulary such as “describe / define / argue” are explicitly pre-taught

• Key vocabulary and concepts related to the classroom theme are pre-taught

• Story plots or abstract concepts (such as ‘freedom’) are explored and represented visually

• The various essay genres are explicitly taught • Assignments are set out clearly with the

process taught systematically i.e. using checklists, criteria based assessment

Planning and modification

Stage 1 Stage 2 Stage 3 Stage 4

Identify the student’s needs

Determine the modifications that need to be made

Plan and implement an Individual Learning Plan

Monitor and evaluate the ILP

Goal Writing: essential to the ILP

• Purpose of the ILP

• Who writes the goals?

• How are the goals decided?

ABCD of goal writingA = AudienceB = BehaviourC = Condition D = Degree

Given the list of 100 high frequency words (condition), Jack (audience) will read orally (behaviour) 80% of the words (degree).

Are the goals SMART?

S pecific

M easurable

A chievable

R ealistic

T ime bound

Measurable Goal Examples

Paul will use the conjunctions ‘and’, ‘but’, ‘however’, ‘so’ and ‘therefore’ correctly in written and spoken language to a level of 80% accuracy.

Audience Behaviour

Condition Degree

What about where there are many complex needs? Where does one begin?

Current functioning Strengths/Weaknesses SMART goals STGs lead into LTGs

Modified Curriculum

Life Skills vs. Academic Learning

Intervention• How often must a person practice a

target skill to change behaviour?

Imagine you are trying to lose weight/ get fit. Do you think that you would have success if you only exercised and had healthy eating habits once a fortnight?

• How can we just target one or two goals? Won’t it all get very boring?

Learning

• Establish new skill

• Maintain new behaviour/ skill learnt

• Generalise to environments/ people

• Stabilise make it a new habit/ skill

Who needs an ILP?

• All PSD funded students.

• Any area can be targeted

eg. A student who is at level in other

areas but has a physical disability and cannot participate in P.E. needs an ILP in this area.

• Any student who is 6-12 months below or 6-12 months above the level.

ACTIVITIES

Write an ILP for the student you have profiled.

1. Identify the student’s area/s of difficulties.

2. Determine the modification that needs to be made.

3. Write an ILP with the ABCD and SMART goals.

Role of the trained person/people

• Managing and directing the implementation of the LSP at their school

• Training and supporting staff in the identification of students with oral language difficulties

• Providing assistance and support with the planning of targeted teaching strategies

• Collaborating with the School’s Speech Pathologist, and the School Leadership Team in an ongoing way

IMPLEMENTING THE LSP

Dividing the school’s LSP budget


1. Staff knowledge / skills

2. Screening / identification processes

3. Small group / whole class teaching


Customising the LSP to my school…

What will the LSP look like in 3 years time?

I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized.

Johann Wolfgang von Goethe

Reflection

Thank you...for your

participation, insight &

experience

After studying the LSP material, Martin awaits the arrival of meaning.

Documents

Transcript of After studying the LSP material, Martin awaits the arrival of meaning.