Using Graphic Organizers to Promote Students’ …...Using Graphic Organizers to Promote...
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Using Graphic Organizers to Promote Students’ Academic Language Produc:on In the content-based English classroom, students study difficult concepts. ODen:mes, however, there is liGle opportunity for students to talk or write about these concepts. Instead, students sit passively in their seats. This presenta,on will: • introduce the graphic organizer as a tool to help students understand difficult concepts and produce related, meaningful academic English • explore how to effec:vely integrate graphic organizers into their instruc:on as part of student-centered speaking and wri:ng ac:vi:es • examine strategies that help students become more engaged and capable of effec:vely speaking and wri:ng about content-area concepts
Transcript of Using Graphic Organizers to Promote Students’ …...Using Graphic Organizers to Promote...
UsingGraphicOrganizerstoPromoteStudents’AcademicLanguageProduc:on
Inthecontent-basedEnglishclassroom,studentsstudydifficultconcepts.ODen:mes,however,thereisliGleopportunityforstudentstotalkorwriteabout
theseconcepts.Instead,studentssitpassivelyintheirseats.
Thispresenta,onwill:
• introducethegraphicorganizerasatooltohelpstudentsunderstanddifficultconceptsandproducerelated,meaningfulacademicEnglish
• explorehowtoeffec:velyintegrategraphicorganizersintotheirinstruc:onaspartofstudent-centeredspeakingandwri:ngac:vi:es
• examinestrategiesthathelpstudentsbecomemoreengagedandcapableofeffec:velyspeakingandwri:ngaboutcontent-areaconcepts
EricWenninger
EricWenningerisalanguageeduca:onconsultantspecializingincontent-basedEnglishinstruc:onaltechniques.HeservedtwoyearsasaU.S.DepartmentofStateEnglishLanguageFellowinVietnam,wherehetaughtprofessionalEnglishskillstogovernmentofficialsandmentoredEnglishteachers.
EricreceivedhisMasterofEduca:ondegreeinSecondLanguagesandCulturesEduca:onfromtheUniversityofMinnesota,TwinCi:es.Hisprofessionalinterestsincludeworkingwithmul:-levelclasses,designinganddeliveringcontent-basedEnglishinstruc:on,andblendingtechnologywithteaching.
UsingGraphicOrganizerstoPromote
Students’AcademicLanguageProduc,on
©2019byEricWenninger.UsingGraphicOrganizerstoPromoteStudents’AcademicLanguageProduc:onfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea,veCommonsANribu,on4.0License,
exceptwherenoted.Toviewacopyofthislicense,visithNp://crea,vecommons.org/licenses/by/4.0/
1. Howdoyouhelpyourstudentsunderstanddifficultconceptsandvocabularyinyourclassroom?
2. Whatpercentageofyourclass:meisdevotedtostudentsac:velyprac:cingspeakingorwri:ng?
AudienceQues:ons
“Street art is a form of artwork that is displayed in a
community on its surrounding buildings, streets, trains, and other publicly viewed surfaces. Many instances...make a public statement about the society that the artist lives within. The work has moved from the beginnings of graffiti and vandalism to new
modes where artists work to bring messages, or just simple beauty, to an audience.”
-Wikipedia
StreetArt
• Displayedonacommunitysurface
• Publiclyviewed• Makeapublic
statement
VisualsSupportUs
Essen:alQues:on
Howdowegetstudentstospeakandwriteaboutchallengingacademictopicsin
anon-na:velanguage?
ANSWERMakeitvisualandprovideopportuni:es
forprac:ce.
SessionOverview
1. Wewilldiscusschallengesthatgoalongwithstudentslearningacademiclanguageinacontent-basedEnglishclassroom.
2. Wewilldiscusshowteacherscanusegraphicorganizerstoscaffoldtheirinstruc:onofEnglishlearners.
3. Wewilldiscussspeakingandwri:ngac:vi:esthatteacherscanusewithgraphicorganizerstohelpstudentsproduceacademiclanguageintheclassroom.
SocialLanguage–LowCogni:veDemand
AcademicLanguage–HighCogni:veDemand
Context-Embedded
Context-Reduced
Face-to-faceconversa:on
Phoneconversa:on
Defendanargument
Explainademonstra:on
Cummins(1979)
GraphicOrganizers
“Agraphicorganizerisavisualaidthathelpslanguagelearnersunderstandimportantideasandtheir
rela:onshiptooneanother.Itcanalsohelpstudentslearnkeyacademicvocabularyandgrammarsothattheycanengagewitheachotheraboutcontentareatopics.”
Whichgraphicorganizershaveyouusedinclass?Why?
GraphicOrganizersAreFlexible
Abilitylevels– frombeginnertoadvancedContentareas– alllearningenvironmentsLanguageskills–reading,wri:ng,listening,and
speakingLessonphases– fromintroducingcontent
topicsandskillstoassessingthem
Scaffolding
• Beginwiththeendinmind
• Writecontentandlanguageobjec:ves
ALLteacherà1.Planningphase
MOSTLYteacherà2.Inputphase
ALLteacherà1.Planningphase
Scaffolding
• Givestudentsalecture
• Showstudentsavideo(TEDTalkorYouTube)
• Havestudentsdoareading
• MODEL
MOSTLYstudentsà3.Guidedprac:cephase
MOSTLYteacherà2.Inputphase
ALLteacherà1.Planningphase
Scaffolding
StudentsmustDOsomething!
• Guidedprac:ceandapplica:on
• Independentprac:ceandapplica:on
MOSTLYstudentsà3.Guidedprac:cephase
MOSTLYteacherà2.Inputphase
ALLteacherà1.Planningphase
ScaffoldingALLstudentsà4.Outputphase
• Studentsproducesomething
• Studentworkisassessedinsomeway
THEMATIC UNITS
FOCUS#1–THEMATICUNITS
ContentObjec:ves
LanguageObjec:ves
1. IdenCfyplacesintheirneighborhood.
2. IdenCfyplacesintheircommunity.
3. Describeac:vi:estheydointheirneighborhoodandcommunity.
1. Useneighborhoodandcommunityvocabulary(verbsandnouns).
2. DifferenCatebetweenfirstpersonandthirdperson.
3. Comparethemselveswithaclassmate.
ENDGOAL:StudentscandifferenCatebetweenplaces/acCviCesintheirneighborhoodandintheircommunity.
Mystreet
Myneighborhood
Mycommunity
My__________
Myhouse
Think-Pair-Share
Steps
1. Studentsthinktothemselves.
2. Studentsgetintoapairandsharetheirideaswithoneanother.
3. Studentssharewhattheydiscussedwiththewholeclass.
1. Whatdoyouhaveinyourneighborhood?
2. Wheredoyougoinyourcommunity?
ClassMingle
Name Neighborhood Community
Eric
Angela
Mai
Fazliddin
• agasstaCon• grocerystore• restaurant
• grocerystore• mywork
• anairport• school• park
• volunteercenter• school
Wri:ngExtensionInmy
neighborhood,Ihaveaparkandaschool.MaihasagasstaConandarestaurant.
Limita:ons
2ndHome
CONTENT AREAS
Focus#2–CONTENTAREAS
ENDGOAL:StudentscanusescienCficlanguagetoexplainwhypeopleontheEarthexperienceseasons.
ContentObjec:ves
LanguageObjec:ves
1. DemonstratethattheEarthis:ltedandrevolvesaroundthesun.
2. ExplainEarth’sposi:onrelaCvetotheseasonexperiencedinthenorthernandsouthernhemispheres.
1. Usescien:ficvocabularyrelatedtoEarth’sposiCon(axis,Clted,hemisphere,etc.)
2. Usepreposi:onstoexplainEarth’sposiCon(towards,awayfrom)
• Tiltedawayfromthesun• Northernhemisphere=winter
• Tiltedtowardsthesun• Northernhemisphere=summer
N
N
• BeginstoClttowardsthesun
• Northernhemisphere=spring
N
• BeginstoCltawayfromthesun
• Northernhemisphere=fall
N
Sor:ng
Winter
Spring
Fall
Summer
Spring
Fall
Summer
Winter
Look/NoLook
WhentheEarth’saxisisCltedawayfromthesun,thenwehave
winter...
TalkingFrames
When______________thesun,then______________________
JournalWri:ng
• Studentsdrawthediagramandlabelit.
• Studentsexplainthediagraminthespacebelow.
WhentheEarth’saxisisCltedtowardsthesun,itissummerinthenorthernhemisphere.
Limita:ons
Degreeofcomplexity
Inaccuracies
HIGHER ED
Focus#3–HIGHERED
ENDGOAL:Studentscandefendandargumentwithevidenceandreasoninginanorganizedway.
ContentObjec:ves
LanguageObjec:ves
1. Takeaposi:ononanargument.
2. DefendtheirposiConthroughprovidingevidenceandreasoning.
3. Refutecounterclaims.
1. Providecoherentorganiza:onofideas.
2. Useappropriatetransi:onwords.
3. Speakdiploma:cally.
VANDALISM ART
Graffi,
Group1 Group2
StreetartisposiCveforcommuniCes
ART
StreetartisposiCveforcommuniCes
Educatespeopleonimportantissues
Propertyvalueswillgodown
Actuallybringsinmoretourism
O]encontainsasocialmessage
Makesspacesmorea^racCve
Insteadofdullwalls,yougetbeauCfulpainCngs
VANDALISM ART
Debate
Steps
1.Presentsclaiminopeningstatement
3.Statesreasonsandevidence
6.Givescounter8.Givesclosingstatement
Steps
2.Presentsclaiminopeningstatement
4.Givescounter5.Statesreasonsandevidence
7.Givesclosingstatement
VANDALISM ART
Debate
Argumenta:veWri:ng
Op,ons
• Studentscanturntheirdebateposi:onintoapersuasiveessay.
• Studentscantakeaposi:ononanewtopic.
Limita:ons
ADVERTISE
3rdop:on
Review
• Startwithanendgoalandfind/designgraphicorganizersthathelpyourstudentsgetthere
• Incorporategraphicorganizersthroughoutyourlessonsasascaffoldforalllanguageskills
• Giveyourstudents:metoprac:cespeakingandwri:nginclass.
Ques:ons?Twi^er-@erwenninger
Thankyou!
• Cummins,J.(1979).CogniCve/academiclanguageproficiency,linguisCcinterdependence,theopCmumagequesConandsomeotherma^ers,WorkingPapersonBilingualism19,121–129.
• Gonzalez,Jennifer(2018).ToLearn,StudentsNeedtoDOSomething.CultofPedagogy
• Gonzalez,Jennifer(2014).WhenWeAllTeachTextStructures,EveryoneWins.CultofPedagogy
• Wise,MarkandCooper,Carol(2019).IncreasingtheValueofGraphicOrganizers.Edutopia
References
Email:[email protected]
americanenglishwebinars.comamericanenglish.state.gov
facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators
Thankyou!
