Transcript Classroom Expectations - Back to School Family Institute

DEFICITS TO ASSETS

A Sheltered Approach to Sheltered Instruction
10/7/10
Center for the Education & Study of Diverse Populations
at New Mexico Highlands University
What are we going to do?
2
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Greater Awareness of Assumptions & Realities
(Self & Others)
Poverty
Language Acquisition
Planning for the Language Demands of Our Content
How are we going to do it?
3
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We will participate in group dialogues to question
our awareness and assumptions about ourselves and
others.
We will recall and share our past experiences and
readings specific to the day’s conversation.
We will organize our thoughts and ideas in order to
support our ability to actively share with others on
the various topics presented today.
We will negotiate meaning in both large and small
groups.
What I see as an outsider…
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Assumptions
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Who are we as people … as educators?
How do we perceive others?
How do you perceive me?
Being a Culturally Competent Educator
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As a culturally proficient educator/administrator, you
must accommodate for both culture and language.
It means being aware of your own learning style and
the learning styles of your students.
It also means being aware of your own culture and
the effects your culture has on children in your
classroom.
Being a Culturally Competent Educator
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It’s a way of being, an attitude, or behavior that
incorporates who you are, what you bring into the
classroom, and how you interact with the culture of
your students.
Assessing Culture: Naming the Differences
10
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Consider your own culture and the cultural norms of
your organization
Understand how the culture of your organization
impacts those whose culture is different
Recognize how culture affects others
Valuing Diversity: Claiming the Differences
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Recognize difference as diversity, rather than as
inappropriate responses to the environment
Accept that each culture considers some values and
behaviors more important than others
Seek opportunities to work with and learn from
people who differ from you
Managing the Dynamics of Difference:
Reframing the Differences
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Understand the effect of historic distrust on
present-day interactions
Realize that you may misjudge another’s actions
based on your own learned expectations
Learn effective ways to resolve conflicts among
people whose culture and values may differ from
yours
Adapting to Diversity:
Training About Differences
13
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Change the way you have done things to
acknowledge the differences present among staff
members, clients, and community members
Align programs and practices with the guiding
principles of cultural proficiency
Institutionalize appropriate interventions for conflicts
and confusion caused by the dynamics of difference
Institutionalizing Cultural Knowledge:
Changing for Differences
14
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Incorporate cultural knowledge into the mainstream
of the organization
Develop skills for cross-cultural communication
Integrate into the organization’s systems information
and skills that enable you to interact effectively in a
variety of cultural situations
Remember….becoming a culturally proficient educator
means…
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Being aware of your own learning style and
learning styles of your students;
Being aware of your own culture and the effects
your culture has on children in your classroom;
A way of being, an attitude, or behavior that
incorporates who you are, what you bring into the
classroom, and how you interact with the culture of
your students.
Alfred Tatum
University of Illinois, Chicago
10/7/10
Center for the Education & Study of Diverse Populations
at New Mexico Highlands University
POVERTY
10/7/10
Center for the Education & Study of Diverse Populations
at New Mexico Highlands University
Some Data
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The Census Bureau reports that New Mexico ranks
fifth nationally for the percentage of children living
in poverty.
Mississippi was the highest at 31 percent.
Some More Data
19
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The agency's American Community Survey found
that slightly more than 25 percent of children under
18 in New Mexico were below the federal poverty
level in 2009.
That's an increase of about 1 percent from 2008.
Poverty
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Assumptions
Realities
Poverty (Assumptions)
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Why?
Who?
How long? (Situational vs. Generational)
Impact on learning?
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Poverty (Some Realities)
How well do we know Eagle Ridge?
Percent Free/Reduced Meals: 59.2 %
Poverty (Some Realities)
23
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Maslow’s Hierarchy of Needs
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm
 Needs
for Self-Actualization
 Needs for Esteem
 Needs of Love, Affection and Belongingness
 Safety Needs
 Physiological Needs
Poverty (Some Realities)
24
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Some of the factors related to poverty that may
place a child at-risk for academic failure are:
 very
young, single or low educational level parents;
 unemployment;
 abuse and neglect;
 substance abuse;
Poverty (Some Realities)
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 dangerous
neighborhoods;
 homelessness;
 mobility; and
 exposure to inadequate, inappropriate or no formal
educational experiences.
Some Consequences of These Factors
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Delay in language development,
Delay in reading development,
“Downshifting”,
Aggression,
Violence,
Some Consequences of These Factors
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Social withdrawal,
Substance abuse,
Irregular attendance, and
Depression /Craving for Attention.
Positive Assumptions
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All Parents & Families Love Their Children
All Children Can & Will Learn (Have Strengths)
All Families Want a Positive School Experience for
Their Children
Recognize Schools & Homes Have Shared Goals
Refer to handout: “Examining Assumptions About Family”
Positivism Applied
29
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We need to make them feel that they are lovable,
important and acceptable human beings by making
them feel secure and good about themselves and
by building trusting respectful relationships with
them (Bassey, 1996).
Positive and respectful relationships of this nature
are essential for at-risk students (Hixson and
Tinsmann, 1990; Ciaccio, 2000).
Positivism Applied
30
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Educators also need to work to foster resilience in
children, focusing on the traits, coping skills, and
supports that help children survive in a challenging
environment.
Elizbeth Birr Moje
University of Michigan
10/7/10
Center for the Education & Study of Diverse Populations
at New Mexico Highlands University
Break!!!!!!
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Language Acquisition
101
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How did you learn language?
How did your children learn language?
2nd Language?
Academic Language and Thinking
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
Overview
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What is Academic Language and Thinking?
Why should students engage in purposeful,
focused and extended academic talk?
What are key features of academic language
and academic conversations?
How can we support academic language and
thinking?
Academic Language and Thinking?
(3 min.)
36
•What is academic language and
thinking?
•What does academic language and
thinking “look like” and “sound like”?
Defining Academic Language and Thinking: What
the Researchers Say
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Cognitive Academic Language Proficiency (CALP): CALP is the
language students are exposed to during content lessons, in course
materials, textbooks, and standardized assessments. Cummins suggests
that it generally takes an ELL student up to 2 years to acquire BICS and
5-7 years to acquire the linguistic skills associated with CALP (Cummins
1981).
Teachers of English to Speakers of Other Languages (TESOL 2007)
define academic language as, “Language used in the learning of
academic subject matter in formal schooling context; aspects of
language strongly associated with literacy and academic achievement,
including specific academic terms or technical language, and speech
registers related to each field of study”.
Defining Academic Language and Thinking: What the
Researchers Say
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Zwiers (2005) defines academic language as, “…the set of words
and phrases that describe content-area knowledge and
procedures; language that expresses complex thinking processes
and abstract concepts; and language that creates cohesion and
clarity in written and oral discourse”.
Scarcella (2008) defines academic language as the language of
power. Students who do not acquire academic language fail in
academic settings.
“Brick and Mortar”
Dutro and Moran, 2003
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"Brick" words are the vocabulary
specific to the content and concepts being
taught and include words such as:
government, mitosis, metaphor, revolt,
arid, revolution, etc….
 "Mortar" words are the words that
determine the relationships between and
among words.

What is Academic Language?
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Content vocabulary
(bricks)
Terms that
travel across
disciplines
Grammar &
organization
Content vocabulary
(bricks)
What is Academic Language?
41
Hypothesize
Evidence
Analyze
Justify
Critique
Compare
Content vocabulary
(bricks)
Terms that
travel across
disciplines
Grammar &
organization
Content vocabulary
(bricks)
What is Academic Language?
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Hypothesize
Evidence
Analyze Justify
Critique
Compare
Academic
Metaphors
~300/hour!
(Pollio, 1977)
Content vocabulary
(bricks)
Terms that
travel across
disciplines
Grammar &
organization
Content vocabulary
(bricks)
What is Academic Language?
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Hypothesize
Evidence
Analyze Justify
Critique
Compare
Academic
Metaphors
~300/hour!
(Pollio, 1977)
Content vocabulary
(bricks)
Text structure
Transitions
Terms that
Grammar &
Pronouns
travel across
organization
Clauses
disciplines
Word order
U-turn terms
Punctuation
Content vocabulary
(bricks)
Students need chances to authentically
talk about:
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Abstract concepts
Complex
ideas
Higherorder
thinking
processes
Watching for Academic Language
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By the 1880's, steam power had dramatically
shortened the journey to America. Immigrants poured in
from around the world. They came from the Middle
East, the Mediterranean, Southern and Eastern Europe,
and down from Canada.
The door was wide open for Europeans. In the
1880s alone, 9% of the total population of Norway
emigrated to America. After 1892 nearly all immigrants
came in through the newly opened Ellis Island.
Families often immigrated together during this era,
although young men frequently came first to find work.
Some of these then sent for their wives, children, and
siblings; others returned to their families in Europe with
their saved wages.
Academic Language and Thinking
Strategies Where?
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Speaking
Listening
Communication
Literacies
or
Language
Domains
Writing
Reading
3 Ingredients for Acquiring Language
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Input
3 Ingredients for Acquiring Language
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Visuals
Gestures
Verbal
Input
3 Ingredients for Acquiring Language
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Visuals
Gestures
Verbal
Input
Output
3 Ingredients for Acquiring Language
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Visuals
Gestures
Verbal
Input
Output
Sentence stems
Pair-shares
Presentations
Improvs (pro-con)
Questions (build)
3 Ingredients for Acquiring Language
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Input
Output
Co-construction of Meaning
The Need for Meaningful Talk
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To learn academic styles in school, students
must be immersed in rich activities in which
academic language is modeled and used in
purposeful and meaningful ways. (Gee,
2009)
85% of class time was devoted to lecture,
question and answer, and seatwork.
(Nystrand, 1997)
The Need for Meaningful Talk
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Teachers encouraged elaborations, but only
16% of the paired interactions were
beneficial to learning. (Staarman, Krol &
Vander Meijden, 2005)
English learners spent only 4% of the school
day engaged in talk; and 2% of the school
day discussing focal content of the lesson.
(Arreaga-Mayer & Perdomo-Rivera, 1996)
Academic Language in Action
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PLANNING FOR:
CONTENT AND LANGUAGE
Academic English is not a natural language.
It must be explicitly taught not merely caught.
( Kinsella, 2006)
Center for the Education and Study of Diverse Populations at New
Mexico Highlands University
Content Objectives
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Understand the concept of sheltered instruction
Understand the importance of lesson preparation and
the integration of content and language objectives
Develop a working knowledge of the new ELD
Standards
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Language Objectives
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Participants will recall and list topical information
from readings, previous trainings and personal
experiences.
Participants will articulate and listen to various
points of view related to the day’s topic.
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Language Objectives
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Individually and in groups begin to synthesize the
day’s information through dialogue and reflection.
Participants will work in groups to apply the
knowledge of the day in the creation of a lesson
plan that takes into account the realities of the
classroom.
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What is Sheltered Instruction?
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What is Sheltered Instruction?
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“Sheltered instruction is an approach for
teaching content to English Language
Learners in strategic ways that make the
subject matter concepts comprehensible
while promoting the students’ English
language development.”
Echevarria, Vogt and Short, Making Content Comprehensible for
English Language Learners, 2004, 2007, 2010
Why is it necessary?
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Why is it necessary?
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In many of our classrooms the level of the
textbook we are teaching from does not match
the academic language level of our students.
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The academic content and language of the text is
difficult for students to negotiate.
Why is it necessary?
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Watering down the curriculum allows students
to read the curriculum.
…but
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The richness of the content concepts are lost.
“Sheltered Instruction
is good for ALL students
but it is IMPERATIVE for students
with a language or learning challenge!”
Mary Ellen Vogt, 2004; 2007
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Eight Core Components
of High Quality Sheltered Instruction
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Preparation
Building
Background
Comprehensible
Input
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Interaction
Practice /
Application
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Lesson Delivery
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Review / Assessment
Strategies
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Lesson Preparation
What:
For maximum learning to
occur, planning must
produce lessons that enable
students to make
connections between their
own knowledge and
experiences, and the new
information being taught.
Why:
Lesson planning is critical to
both a student's and
teacher’s success.
When:
Every lesson
How:
Adaptation of content
Meaningful activities
Supplementary
materials
Plan for language
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Content Objectives
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What are they?

Why use them?
67
Language Objectives
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What are they?

Why use them?
68
Weaving Academic Language into
Instructional Planning
Content Objectives: Focus of the Lesson (What students
should know and be able to do.)
Language Objectives: Focus on Language Development,
Language Needs & Language Use for the Lesson (How
Listening, Speaking, Reading and Writing will be
incorporated into the lesson.)
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Content and Language Objectives
Content objectives
are the
Language objectives
are the
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Verbs for Language Objectives
Listen
Identify
Classify
Collect
Distinguish
Categorize
Match
Show
Select
Construct
Assemble
Arrange
Name
Recall
Give Examples
Draw
Organize
Decide
Create
Dramatize
Locate
List
Underline
Review
Compose
Dictate
Point out
Record
Report
Predict
Express
Plan and
Evaluate
Relate
Respond
Describe
Interpret
Outline
Summarize
Suppose
Estimate
Judge
Explain
Debate
Illustrate
Infer
Revise
Rewrite
Assess
Justify
Generalize
Demonstrate
Restate
Tell
Observe
Sequence
Synthesize
Recite
Elaborate
Define
Apply
Pre-write
Draft
Publish
Write
Negotiate
Critique
Compare
Contrast
Question
Map
Discriminate
71
Language Domains
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Listening: process, understand, interpret, and evaluate
spoken language in a variety of situations
Speaking: engage in oral communication in a variety of
situations for a variety of purposes and audiences
Reading: process, understand, interpret, and evaluate written
language, symbols and text with understanding and fluency
Writing: engage in written communication in a variety of
situations for a variety of purposes and audiences
72
Language Domains
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Why are the language domains important?
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Remember
“Children are capable of high level thinking
regardless of their language level.”
Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009
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Content & Language Objectives
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Who gets to see them?
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Objectives
Should be:

Stated clearly and simply in student
friendly language; and

Posted and referred to before, during and
after the lesson.
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Sample Content and Language Objectives
9th Grade Geometry
Content Objective:
9-12.G.1.2 Find the area and perimeter of a geometric figure composed
of a combination of two or more rectangles, triangles, and/or semicircles
with just edges in common.
Language Objectives:
With your learning partner you will use mathematical vocabulary to explain the
process for finding the area and perimeter of geometric figures.
During a carousel activity, your group will construct a Venn Diagram to
contrast and compare the area and perimeter of one geometric figure to
another.
Work in pairs to solve and justify statements about the area and perimeter of
geometric figures.
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Dilemma

If we agree that these are strong and useful
ideas, what is the best way for us to make sure
they happen every day?
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Verbs for Language Objectives
Listen
Identify
Classify
Collect
Distinguish
Categorize
Match
Show
Select
Construct
Assemble
Arrange
Name
Recall
Give Examples
Draw
Organize
Decide
Create
Dramatize
Locate
List
Underline
Review
Compose
Dictate
Point out
Record
Report
Predict
Express
Plan and
Evaluate
Relate
Respond
Describe
Interpret
Outline
Summarize
Suppose
Estimate
Judge
Explain
Debate
Illustrate
Infer
Revise
Rewrite
Assess
Justify
Generalize
Demonstrate
Restate
Tell
Observe
Sequence
Synthesize
Recite
Elaborate
Define
Apply
Pre-write
Draft
Publish
Write
Negotiate
Critique
Compare
Contrast
Question
Map
Discriminate
80
Evaluation
81
Contact Information
82
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Adrian Sandoval [email protected]
505-243-4442
Website: www.cesdp.nmhu.edu
Center for the Education & Study of Diverse Populations
at New Mexico Highlands University