Implementing Professional Development for Content … WEBINAR PPT_121609... · Developing Language...
Transcript of Implementing Professional Development for Content … WEBINAR PPT_121609... · Developing Language...
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NCELA is operated under contract ED-04-CO-0094/0002 from the US Department of Education to The George Washington University. Our mission is to provide technical assistance information to state education agencies,
local education agencies, and others regarding the education of English language learners.
Implementing Professional Development for Content Area Teachers with ELLs
Jennifer Himmel, Research Associate
Center for Applied Linguistics (CAL)
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• Welcome to the webinar on “Implementing Professional Development for Content Area Teachers with ELLs.” Today’s webinar is hosted by the National Clearinghouse for English Language Acquisition, NCELA, located at the Graduate School of Education and Human Development at The George Washington University, funded through a contract with the U.S. Department of Education's Office of English Language Acquisition.
• NCELA's mission is to provide technical assistance information to state and
local educational agencies on issues pertaining to English language learners.
• My name is Kathia Flemens, Ph.D., a Research Associate at NCELA and your Webinar facilitator.
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Today our presenter is: Jennifer Himmel – Research Associate of the Language Education and
Academic Development division at the Center for Applied Linguistics (CAL) in Washington, DC and trainer on the Sheltered Instruction Observation Protocol
(SIOP) Model Team.
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Implementing Professional Development for Content Area Teachers with ELLsJennifer Himmel
Center for Applied Linguistics (www.cal.org)
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The SIOP Model (Echevarria, Vogt, & Short, 2008)
PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & Assessment
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The SIOP Model (Echevarria, Vogt, & Short, 2008)
Lesson Preparation – language and content objectives
Building Background – vocabulary development, student connections
Comprehensible Input – ESL techniquesStrategies – metacognitive and cognitive
strategies
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The SIOP Model (Echevarria, Vogt, & Short, 2008)
Interaction – oral language Practice & Application – practice all 4
language skillsLesson Delivery – meet objectivesReview & Assessment – review
vocabulary and concepts
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The SIOP Model
Shares many features recommended for high quality instruction for all students, such as:
cooperative learning
strategies for reading comprehension
emphasis on the writing process
differentiated instruction.
Accommodates the distinct second language development needs of ELLs.
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The SIOP Model
Contains key features for the academic success of ELLs, such as the:Inclusion of language objectives in every
lessonKey vocabulary posted and emphasized
throughout lesson Frequent opportunities provided for
student-student interactionUse of a variety of techniques to make
content comprehensible for ELLs of different proficiency levels
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Developing Language Objectives
• Second language acquisition requires opportunities to explore, practice, and then be assessed on language skills
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Preparing Language Objectives for SIOP Lessons
Determine key technical vocabulary, concept words, and other words needed- SWBAT define Parliament, Stamp Act, protest, tax, and boycott
Consider the language functions students will use in the lesson- SWBAT argue a position about a war with England
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Preparing Language Objectives for SIOP Lessons
Decide which language skills are needed to accomplish the lesson’s activities- SWBAT read a portion of the textbook to identify the features of different biomes
Identify possible grammar or language structure connections−SWBAT use if-then statements to discuss
results of desert conditions experiment
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Preparing Language Objectives for SIOP Lessons
Consider the tasks students need to complete and the embedded language- SWBAT write a word problem with their partner that involves decimals
Explore possible language learning strategies- SWBAT self-monitor their pronunciation during a jazz chant about the decimals
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Language Objectives in a SIOP Lesson
http://www.cal.org/siop/pdfs/PlaygroundMath.pdf
http://www.cal.org/create/resources/pubs/siopscience.html
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Emphasizing Emphasizing Key VocabularyKey Vocabulary
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Teach Key Vocabulary
Academic Language
Content Vocabulary
Process/ Function Vocabulary
Structural Vocabulary
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Examples of Each Content vocabulary: English language
learners, Language proficiency model, Sheltered instruction, Schema
Process/function vocabulary:: Discuss, Define, Justify, Analyze, Describe, Categorize
Structural vocabulary (word parts): Prefixes, Suffixes, Roots
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Teaching Words: Contextualizing Vocabulary
Visuals (e.g., picture cards)RealiaDemonstrationsFour Corners
Concept Definition Map
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19
4 Corners Vocabulary
Word Picture
Word in context Definition
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4 Corners Vocabulary
Word Picture
Word in context Definition
Discharge of Discharge of negative ions negative ions from the skyfrom the sky
Ben Franklin Ben Franklin discovered metal discovered metal attracted attracted lightning.lightning.
LightningLightning
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GeneticsGenetics
Definition
Related Terms
Examples
Concept Definition Map
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Peer to Peer Interaction
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Interaction is important because it…
Provides students with opportunities to use academic language.
Encourages students to extend, elaborate, and clarify their responses about lesson concepts.
Helps students negotiate turn-taking between teacher and themselves and among classmates and themselves.
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Ways to encourage more peer to peer interaction in a lesson…
Think Pair Share
Round Robin
Cooperative learning groups
Academic scripts and sentence starters
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Sample ScriptsSample Scripts
1. InterruptingMay I add
something?Excuse me.Pardon me - may I
interject?
1. Asking for Clarification
Could you explain that another way please?
Could you give me an example?
I am not sure I understand what you mean…
How did you reach that conclusion?
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Sentence Starters
Make predictions− I think ______ will
__________
−Based on my observation I predict ______ will __________
Retelling−First, _______,
next, ______, and finally ________
− In the beginning, _________, then, _______, and in the end ________
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Comprehensible Input
Techniques to make content concepts clear
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Guidelines for achieving comprehensible input
Teacher Speech and Behavior−Speak slowly and
clearly−Use more pauses−Repeat and review
vocabulary−Be ready to repeat
or restate to clarify meaning
Instructional Strategies−Use visuals−Use graphic
organizers−Provide modeling−Provide hands-on
and performance based activities
−Communicate about the topic in pictorial, written, physical, and oral form
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COMPREHENSIBLE INPUT: STRATEGIES AND TECHNIQUES FOR INTEGRATING LANGUAGE & CONTENT INSTRUCTION INScaffolding Tasks
•teacher modeling •timelines •flow charts •outlines, mapping •graphing, charting •Venn and other diagrams
Interaction •cooperative learning •peer tutoring •information gap, jigsaw•questionnaires/interviews •debates, games
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Atomic Theory and Models
The modern atomic model is based on the ___________ ____________ that developed as scientists collected evidence from experiments. There were four different versions of an atomic model before the modern model we use today.
Dalton’s Atomic Theory
Dalton’s ideas about atomic theory have changed a little but are most accepted today. He believed:
______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Thomson’s Ideas
JJ. Thomson discovered that atoms _________________________________________. However, scientists knew that atoms didn’t have ________________________ so Thomson believed that ___________________________________________________.His model described an atom that had ____________ __________ scattered throughout a ball that contained ___________ ___________. The negatively charged particles were later called ____________________.
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Comprehensible Input•sentence strip story •story summary •drama/role play/simulation •illustrations •experiments •dialogue journal •inside-outside circle•outcome sentences•games
COMPREHENSIBLE INPUT: STRATEGIES AND TECHNIQUES FOR INTEGRATING LANGUAGE & CONTENT INSTRUCTION Adapting Materials
•decide what students need to learn from the text •relate to students' experiences •simplify vocabulary but keep key concepts and technical terms •check word choice and sentence order
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Sentence Strip Story: Parts of a lab report
•Conclusion
•Research Questions
•Materials
•Hypothesis
•Procedure
•Data
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Inside-Outside Circle
Group A
Group B
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Current SIOP Research
SIOP Science in middle schoolCenter for Research on the
Educational Achievement and Teaching of English Language Learners (CREATE)
www.cal.org/create
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Resources
Download the CREATE brief, Using the SIOP Model to Improve Middle School Science Instruction http://www.cal.org/create/resources/pubs/siopscience.html
View more SIOP Model lessons http://www.cal.org/siop/resources/lessonplans.html
Get more information on the SIOP Model www.cal.org/siop and more information on the SIOP science research project www.cal.org/projects/create.html
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QUESTIONS?
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Thank you for having participated in today’s webinar on “Implementing Professional Development for Content Area Teachers of ELLs” presented by Jennifer Himmel and hosted by National Clearinghouse for English Language Acquisition, NCELA, located at the Graduate School of Education and Human Development at The George Washington University.
• For more information or if you have additional questions regarding today's webinar topic contact:
Jennifer Himmel at – CAL, [email protected]
• If you have additional questions regarding the webinar contact Kathia Flemens at [email protected].
This webinar will be archived on NCELA’s website. To view archived webinars, please visit http://www.ncela.gwu.edu/webinars/