functional behavioral assessment - Academic Success for All Learners
Strategies to Accelerate Academic Learning for English Learners
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Transcript of Strategies to Accelerate Academic Learning for English Learners
Strategies to Accelerate Academic Learning for
English Learners
Based on presentation by:Anna Uhl Chamot, The George Washington University
Marisol RexachChapman University
EDUC 504
“Humanity grows from thinking together about life, solving problems, building relationships, and constructing meaning with others.
The world needs our students to become better thinkers and communicators than we are. They will become future parents, teachers, leaders, and problem solvers.
Conversations are not the only solutions to the complex challenge of how to prepare students for future success in life. However, we believe that academic conversations can play a meaningful role in meeting this challenge.”
21st Century Skills
Session 1, Activity 2
Applied Skills in the 21st Century
Workplace
What are the skills and qualities that employers
are looking for?
Oral Communication
Critical Thinking/ Problem Solving
Diversity
Leadership
Ethics/Social Responsibility
Professionalism and Work Ethic
Information Technology Application
Creativity/Innovation
Teamwork/Collaboration
Written Communication
Lifelong Learning/ Self Direction
“Are They Really Ready
to Work?”Session 1, Activity 2
The Workforce Readiness Report CardHigh School
Session 1, Activity 2
1997 Standards
Common Core ELA Standards – Grades K-12
ReadingWriting
Communication(includes Speaking
and Listening)
ELA Common Core Standards
Speaking and Listening
Reading Writing
Language
Media &
Tech
•Building knowledge through content-rich nonfiction
•Reading, writing and speaking grounded in evidence from text, both literary and informational
•Regular practice with complex text and its academic language
ELA/Literacy Instructional Shifts*
*Achieve the Core
Content Literacy Standards(history/social studies, science, technical subjects)
• Complement rather than replace content standards
• Are the responsibility of teachers in those subjects
• Align with college and career readiness expectations
How do the CCSS standards define text
complexity?
What are the three factors for “measuring”
text complexity?
On your own, read:
Common Core State Standards, Appendix A (2010b pp. 2-4)
Make notes as you read and highlight key areas on your paper
What are Academic Conversations?“Academic conversations are back and forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. They push students to think and learn in lasting ways.”
Jeff Zwiers and Marie CrawfordAcademic Conversations
Session 1Session 1, Activity 2
Different Purposes
Academic Conversations Oral Language Practice• Build knowledge• Solve problems• Communicate thoughts• Deepen understanding
• Practice language structures– Forms and functions
• Repetitive practice• Carousel/Differentiated ELD
Session 1, Activity 2
Five Advantages of Academic Conversations
1. Language and Literacy (LL)2. Cognitive Thinking Skills (COG)3. Content Learning (CON)4. Social and Cultural (SC)5. Psychological (PSY)
Session 1, Activity 4
1. Language and Literacy Advantages
Conversation builds:– Academic language – Vocabulary– Literacy skills– Communication skills
Session 1, Activity 4
2. Cognitive Advantages
Conversation:– Builds critical thinking skills– Promotes different perspectives and empathy– Fosters creativity– Fosters skills for negotiating meaning
Session 1, Activity 4
3. Content Learning Advantages
Conversation:– Cultivates connections– Helps students co-construct understandings– Helps teachers assess learning
Session 1, Activity 4
4. Social and Cultural Advantages
Conversation:– Builds relationships– Makes lessons more culturally relevant– Fosters equity
Session 1, Activity 4
5. Psychological Advantages
Conversation:– Fosters engagement and motivation– Builds confidence and academic identity– Builds student voice and empowerment
Session 1, Activity 4
Session 3
Academic Conversations
Everyday Conversations
Students are
Talking
Sharing Ideas
Language Exchange
Highly Focused
Evidence Based
Build on others ideas
Build lasting
knowledge
Promotes CCSSskills
Random Thoughts
Personal Opinions
Popcorn out ideas
Fleeting Knowledge
Social Purposes
Model how to wonder by presenting real-world issues, dilemmas, and problems.
Session 6, Activity 3
Base Prompts on a Thinking Skill
Thinking Skills
Session 6
AnalyzeCompareClassifyAnalyze Cause/EffectProblem SolvePersuadeEmpathizeSynthesizeInterpretEvaluateCommunicateApply
Session 6, Activity 3
Base Prompt on a Thinking Skill
Thinking Skill: Empathize
In collaborative groups, create a journal entry from the perspective of a child living at the time of the Dust Bowl.
Base Prompts on a Product or Task
• Set the purpose of conversations by giving students a task to accomplish or a product to create.
• When conversing about tasks, students are training to do two very important real-world things: to collaborate and to create.
Session 6, Activity 3
Base Prompt on a Product or Task
ScienceCreate a museum exhibit of different types of biomes.
Session 6, Activity 3
Base Prompts on Life Experiences
• Enduring learning happens within the context of real life.
• Contextualizing lessons help students understand concepts and ideas.
Session 6, Activity 3
Session 6, Activity 3
Thinking Skill
Subject Area: Social Studies/Language Arts/Science/Math
Analyze Grade 3: Changing Habitats –Social Studies Choose an animal from this unit to create a Public Service Announcement explaining why this animal has adapted to city life, the dangers or problems this animal creates, and provide advice to people about what they should do if they encounter the animal.
Compare Grade 5: Volume –Math Create a 2D and 3D robot. Write a paragraph that compares and contrasts a two dimensional shape (area) and a three dimensional shape (volume).
Classify Grade 1: Homes –Collaborative Activity Pictorial Sort Provide pictures of a variety of environments, climate conditions (weather), and homes. Students will match the three categories and provide a verbal or written rationale for their choices.
Analyze Cause/Effect
Grade 3: Strength or Character –Dust Bowl Write a letter to a farmer explaining the causes of the dust bowl, and make suggestions of changes he could make to prevent this from happening again.
Problem Solve Kindergarten: Working Together to Reach Common Goals Pretend you and your family have just stepped off the Mayflower and arrived in the New World. In small groups, discuss how you will find the food you need to survive. Create a dramatic presentation that shows how you will get food.
Thinking SkillsConversations-Based Tasks
CALLA Model
How does CALLA support these objectives?
Objectives
• Describe CALLA instructional model to accelerate academic learning;
• Identify learning strategies that assist academic content and literacy development.
Secondary English Learners• Linguistically and culturally
diverse.
• Differing educational backgrounds.
• Variety of approaches to learning.
• Range of levels of family literacy.
Academic Needs of English Learners
• Develop and practice academic vocabulary.
• Read to learn.• Understand information presented
orally.• Participate in classroom discussions.• Write to communicate their
knowledge and ideas.
CALLA Instructional Model• RESEARCH-BASED LEARNING MODEL:
Learning process is mentally active, strategic, based on prior knowledge.
• CURRICULUM CONTENT: Content topics aligned with National and State Standards.
• ACADEMIC LANGUAGE: Integrated language development across the curriculum.
• LEARNING STRATEGIES: Metacognitive awareness, explicit instruction, scaffolding.
What is academic content?
• Aligned to national/state standards
• Cognitively appropriate
• English Language Arts, history, social studies, mathematics, science.
What is academic language?
• Language used during teaching and learning.
• Language in content textbooks.
• Language of literature.
• Language of literacy.
Input: Academic Language and Content Texts
• Literature genres: stories, novels, poetry, biography
• Informational texts: articles, essays, textbooks
• Oral texts: teacher, speakers, students, video, TV, film, live performance
• Personal texts: journals, e-mails, instant messages, letters.
Output: Academic Products
• Book reports, essays, stories, poetry, biographies
• Science lab reports
• Math problem explanations
• Social Studies research reports, debates
The Teacher’s Role• Model academic language by using
in context
• Add language activities to academic content lessons, focus on literacy
• Maintain high expectations
• Teach students how to learn.
CALLA Model for Teaching Academic Content, Language, and Learning Strategies
PREPARATIONPREPARATION
PRESENTATIONPRESENTATION
PRACTICEPRACTICE
SELFSELF-- EVALUATI ONEVALUATION
EXPANSIONEXPANSION
CALLACALLA’’S FIVE PHASESS FI VE PHASES
PREPARATION• Teacher provides overview
and objectives
• Elicits students’ prior knowledge
• Develops vocabulary
• Uses students’ native language as a resource.
PRESENTATION• Teacher addresses different
learning preferences• • Models language processes
explicitly
• Explains learning strategies
• Discusses connections to students’ prior knowledge.
PRACTICE• Students engage in interactive
activities
• Practice different cooperative learning structures
• Use authentic content and language tasks
• Use learning strategies.
SELF-EVALUATION
• Students reflect on their own learning
• Identify preferred strategies
• Keep learning logs
• Evaluate themselves.
EXPANSION• Students apply what they have
learned to their own lives
• Make connections between language and other content subjects
• Relate new information to own culture
• Parents contribute to learning
Think about: Do you see evidence of this in the Praxis
setting?
How will you apply this to lesson and unit
planning?
Lesson Plan Review• Refer to CALLA text.
• Review lesson plan guidelines & structure.
• Integrate what you have learned.
• For 9/25/13, create a CALLA lesson plan related to your content area.
• Create an ELD mini lesson that supports this lesson.
*These assignments will undergo peer review/critique.
For more information, visit the CALLA Web Site:
www.calla.ws