PRACTICE AND APPLICATION

Hands-On Practice with New Knowledge

Application of Content and Language Knowledge in New

Ways

Teaching Ideas for Practice & Application

Differentiating for Multi-level Classrooms

Teaching Scenarios

Integration of All Language Skills

By Lina GalindoNorma BarronPerla Salazar

Hands-On Materials/or Manipulatives

•Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in “relevant, meaningful ways and hands-on”•Activities can be organized, created, counted, classified, stacked, experimented with, observed, rearranged, dismantled etc (kinesthetic activities)

Activities to Apply Content and Language

•Organize new information on graphic

organizers

•Students generate solutions to real life

problems representing multicultural

viewpoints

•Students plan and debate on current event

•Students discuss scientific theory and write personal opinion

•ELL’s can use opportunity to practice language knowledge through describing process,

retelling story, speculating, acting out or listing steps in a process

Activities to Integrate all language skills

•Link oral discussion to reading

selections

•Structure interaction with peers

•Guide students to use sentence

starters and signal words

• Provide opportunity for students to

listen to and react to peers’ ideas

• Have students write what is being learned, i.e. objectives

• For language use errors be cognizant of student’s stage of English language

development (correct if error impedes oral communication)

• Manipulatives and Movement-students move objects or themselves (ie human timelines)

• Hands on games-bingo (using vocabulary), conjugations

• Electronic games-PowerPoint, Puzzle maker, Jeopardy

• Foldable and Flip Charts-for vocabulary, hot dog or hamburger folds,

• Character Diaries-student role plays as if they were fictional character, write key dates or

events, using specific language objectives

• Readers Theater and Role Play-students role play fictional, historical or current events focus

on usage of oral fluency, reinforce content knowledge, practice language structures and

academic vocabulary

• Numbered Heads together-students number off in equal groups, teacher leads with question

and students work together to answer, one student is designated to answer for group

Teaching Ideas for Practice and Application

Differentiating Ideas for Multi-Level Classes• Group with a purpose-students are arranged by language proficiency, or learning style

or multi intelligences, demonstrated ability, perceived ability. Mix and rotate groups

• Differentiate the task-tasks are designated according to student’s proficiency levels

• Motivational strategies

– extrinsic(actual and physical rewards)

– Intrinsic(mental and emotional reward)

– Task Engagement: positive feeling when something is stimulating, interesting and do-able

– Cooperative, competitive, individualistic

– Ego involvement-positive feeling about self when able to complete task

• Leveled questions to engage all learners-prepare hierarchy of questions to involve students of all proficiency levels, simplify words and structure questions for newcomers and beginners

• Select resources for differentiation-Use wordless books, activities at multiple levels of difficulty, vocabulary worksheets with word bank, different length of writing assignments

Students need practice and application of newly

acquired skills to ensure mastery of content concepts

Create lessons on a variety of hands on activities

and materials to allow students to forge connection

with concrete concepts

Relate activities to language and content objectives

Differentiate instruction to meet student needs

Wrap Up