Differentiating instruction for culturally and linguistically diverse students using sheltered...
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Transcript of Differentiating instruction for culturally and linguistically diverse students using sheltered...
Differentiating instruction for culturally and linguistically diverse students using sheltered instruction strategies
Presented by: Johanna Cena & Carol Kinch
Tigard-Tualatin School District
Spring 2008
Index cards
As you come in please answer the following question on an index card:
Why do culturally and linguistically
diverse students struggle in Oregon schools?
Objectives
Content Objectives: Review and reflect on sheltered teaching practices
related to building background, comprehensible input, and assessment when working with Culturally and linguistically diverse students.
Language Objectives: Actively listen to sheltered instruction
overview, discuss strategies, and record thoughts on student success.
Sheltered Instruction
Content/Language objectives
Building Background
Comprehensible Input
Learning Strategies
Interaction
Practice / Application
Lesson Delivery
Review & Assessment
SDAIE
CALLA GLAD
SIOP
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
What is Sheltered Instruction?
Sheltered Instruction
Sheltered instruction doesn’t require teachers to throw away their favorite techniques, or add copious new elements to their teaching.
Sheltered instruction brings together what to teach by providing an approach for how to teach it. (Echevarria, Vogt, Short, 2000)
Building Background
Building Background
Concepts explicitly linked to students’ background experience.
Student learning can be enhanced if we tie into their existing “schema”
Links explicitly made between past learning and new concepts.
Key vocabulary emphasized: introduced, written, repeated and highlighted for students to see.
Foodmusic, dance,
dress, celebrations,religion, language,
holidays
Beliefs, sense of time, family structure, gender roles, norms, social behaviors,
values, sense of humor, traditions, rules, sense of self, identity, spatial perceptions, rewards and recognition, perceptions of
success
Aspects of Culture
Readily observed aspects
Less easily observed aspects
Indicators of Instruction: Strategies•Teach learning strategies to enhance comprehension and retention of learning.
•Use metacognitive, cognitive and social/affective strategies to develop independent learning practices
•Provide appropriate scaffolding to support students learning through various activities.
•Utilize questioning techniques that elicit higher thinking skills.
Evaluation
Synthesis
Analysis
Application
Recall
Scaffolding Model:
Mini-LectureDirect InstructionOne-on-one
ModelingDemonstrationsDiscussionsGuided notesbrainstorming
Practice Peer modelingReciprocal teachingCooperative learningCollaborative teamsRole playing
Student independentlyApplies strategies
Teacher Centered
Teacher Assisted
Peer Assisted
Student Centered
Kipplekirp and Squiggliary
Kipplekirp and Squiggliary miffely lurped down to the gery. Kipplekirp larfed at Squiggliary and lurped around the gery. Squiggliary kurt gottle, Kipplekirp liged up the fidder and lurped ganso.
Where did Kipplekirp and Squiggliary go? What did Kipplekirp do to Squiggliary? How did Squiggliary respond? What did Kipplekirp do at the end of the story? How do you think Kipplekirp might handle this differently in the
future?
Higher order questions
What level of questioning do I see in the classroom now?
How can I or teachers elicit higher order questions/answers from my ELLS?
Brainstorm learning strategies with your table.
Review and Assessment
Activity
Why do culturally and linguistically diverse students struggle in Oregon schools?
What is one thing that is within your control to change?
Alienation is the number one cause of failure among immigrant students.
Jim Cummins