Fairfield RSL March 2, 2010
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Transcript of Fairfield RSL March 2, 2010
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Fairfield RSL
March 2, 2010Day 2
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ESL Matters
The Nature of the ESL Learner
Identifying and Assessing ESL Students
An Introduction to the ESL Scales
Day 1ESL Teachers and TEs
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ESL Matters
9.00 a.m. Welcome and Prayer
9.15 a.m. NPA Issues – Kate O’Brien
9.35 a.m. Assessing ESL Learners – Kerrie Reid
11:00 a.m. MORNING TEA
11.30 p.m. Using the ESL Scales – Helen West
1.00 p.m. LUNCH
1.45 p.m. A Whole-school Approach – Jane Bezzina
Day 2ESL Teachers and TEs
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Parking Lot
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NATIONAL PARTNERSHIP
AGREEMENT
Dr. Kate O’Brien
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NPA schools 97% students have English as a second language
In the first NPA CEO Survey 5% of principals and 34.1% of teachers believed that the ESL scales were used to identify, monitor and assess language development of LBOTE students
30% of principals and 45% of teachers believed that tracking procedures are in place to monitor language development of LBOTE students
Data collected so far...
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Curriculum Implementation
Instrumental Action Practical Action
Doing curriculum implementation is installing an ESL focussed curriculum, faithfully and efficiency
Within the framework is for teachers to come to a deep understanding of the vision, beliefs and assumptions of ESL pedagogy and curriculum and to transform this based on the school context
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How Students Learn
SelfOthersApplicationProcess through
communication (metalanguage)
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Authentic Educators
The authentic educator cultivates and sustains an environment that promotes the work of authentic teaching and learning
(Starratt, 2004; Stoll and Fink, 1996).
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Authentic Learning
Authentic teaching and learning are moral activities because “they engage both teachers and students in a deeper understanding of the nature and purpose of their lives and in determining how they can best contribute to the greater good of society”
(Duignan, 2006, p. 129).
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Practices that Promote Authentic Learning
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Session 1
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Assessing ESL Learners
Considerations for Assessing ESL Learners
Effective and Appropriate Assessment Tasks:
- Oral Language
- Reading
- Writing
Parking Lot
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What needs to be considered when assessing ESL students?
1. Form groups of 4.
2. Sort statements into groups according to your own criteria.
3. Label each group (a heading) using Post-it Notes. 1 group, 1 Post-it Note.
4. Using the labels/headings from each group, write a generalisation (1 sentence!) on circular coloured paper.
5. Share sentences at table groups.
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Developing Understandings
What is an appropriate assessment task for ESL students?
Assessing Young Language Learners
Penny McKay, 2006Cambridge University Press
Bridge Bookshop10 Grafton Street,
Chippendale9211 1660
$67.00
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Professional Reading
1. Read your text and complete the data bank.
Selecting oral language assessment tasks for young language learners
Selecting reading texts and tasks for young language learners
Selecting writing tasks for young language learners
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Jigsaw
Stand up and form triads (ROW) made up of one person from each key strand – different colours.
In your triad, summarise and share the information in your databank.
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‘’English mother tongue benchmarks are invalid for ESL learners ... as they fail to acknowledge the distinctiveness of ESL development.’’
‘’ESL students should not be excluded from testing and reporting, but their progress should be reported against ESL standards that accurately describe second language development.”
Penny McKay TESOL in Context
Volume 19 Number 2 December 2009
Remember....
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Session 2
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Using the ESL Scales
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ESL Scales
Parking Lot
GlossaryPages 124-8
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Rationale
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Language Progression
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Process for Using the ESL Scales
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Don’t forget……
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Table Buzz…….
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ESL Scales Workshop: Writing
Sample texts + school writing sample.
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Level and Strand
Strand Organisers
OutcomesPointers
Previous Level’s Outcomes
Next Level’s Outcomes
Source: ESL Scales
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Documenting ESL Scales
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ESL Scales Workshop: Reflection
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ESL
Session 3
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Overview
Guest Speakers: SLL Teacher Educators Lyn Sweetnam & Julia Clements
Parking Lot Q & A - Expert Panel
Reflection - Implications for ESL teacher /TE and their school.
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SLL Teacher Educators Lyn Sweetnam & Julia Clements
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How Are You Feeling …
How are the ESL Scales making you feel?
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Benefits
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Benefits
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Where is your school at?
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Managing Time
Create Timelines
Term 2 Tasks DueWeek 4 Complete writing samples
Week 6 Complete reading assessments
Week 8 Complete oral assessments
Week 10 Complete tracking sheet As TEs you need to keep all staff members informed about deadlines.
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Linked to Teaching /Learning Cycle
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Types of Assessment
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Backward Mapping
Grade Assessment Planning
When Oral/Reading Responding/
Writing
What is the assessment?Which KLA?
Week 6 T1
Week 7 T1
Week 8 T1
Week 9 T1
Week 10 T1
Week 1 T2
Week 2 T2
Week 3 T2
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Support For Whole Staff
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Support For Teachers: Release for...
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Sample Matrix
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Useful Resources
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Other Practical Matters
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Final Tips
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Parking Lot
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The Panel – Q & A Manager of Multicultural Programs and Services K-
12Mary Karras
Catholic Intensive English Centre (CIEC)Ant0nina Munzone
New Arrivals Service Primary - Megan Passmore
Teacher Educator St. John’s, Auburn - Lyn Sweetnam
Teacher Educator St. Joachim’s, Lidcombe Julia Clements
ESL Teacher St. John’s, Auburn – Roda
Comito
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Reflection
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Where to?
ESL Matters Online Modules
Support provided for ESL and non-NPA schools by Regional Advisers.
Support for NPA Schools provided by Education Officers Helen West and Sue Sinko.
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References
ESL in ActionCatholic Education Office, Sydney
ESL K-12 Position PaperCatholic Education Office, Sydney
Language Features of Text Types for ESL Learners
LFTTCatholic Education Office, Sydney
Teaching English Language LearnersTELLDepartment of Education, Sydney
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Fairfield RSL
March 2, 2010Day 2