Transcript Integrated Content-Based Instruction

Collaboration
&
Integrated Content-Based
Instruction
Collaboration
 For students to be successful in mastering the domains
of language in all content areas, ESL teachers need to
collaborate with content-area teachers to plan
instruction that scaffolds language learning.
 For ELL students to be successful in school, their
cultures must be embraced and included in school
contexts.
 Teachers need to serve as the bridges between school,
mainstream culture, and home cultures.
Collaboration
 Language learning strategies are used to help language
learners acquire and retain new information in and
about the target language.
 Some effective language learning strategies include
self-monitoring, repetition, resourcing, translation, key
word, note taking, transfer, and cooperation.
Collaboration
 The SIOP model proposes an integration of scaffolding
content and language.
 The model includes preparation, instruction, and
review/assessment as its three main components.
 ESL and classroom teachers should collaborate to assess
students in reading, writing, listening, and speaking.
Collaboration – Assessments
 Assessments must be useful, meaningful, and equitable.
 State-mandated testing is complex and challenging for
ELLs because the students are so diverse and have
different needs.
 As teachers, we need to advocate for accountability
through the use of sociocultural assessment.
 Some authentic assessments for ELLs include oral
interviews, story retelling, writing samples, projects,
portfolios, and experiments.
Integrated Content-Based Instruction
 ICB instruction provides ELL students with learning
experiences that facilitate language acquisition and
contextualize academic content.
 ICB method places an emphasis on three key factors:
 the use of a variety of media
 the development of students’ thinking skills
 the use of student-centered instruction
Integrated Content-Based Instruction
 The more that the students learn and comprehend
language related to specific content areas, the more
likely they will comprehend future instruction in that
content area.
 Real-world experiences through hands-on activities are
an essential approach to integrating language and
concept development for English language learners.
Benefits of ICB instruction for ELLs
 Less time required for practicing information
 Allows for the concurrent teaching of academic
content and second language learning skills
 Sequence of skills and language introduction bridges
gaps and makes concrete connections to background
knowledge
Benefits of ICB instruction for ELLs
 Opportunities for increased social interactions with
peers
 Scaffolds learning by providing repeated exposure to
contextualized content and language
 Attention to the four domains of the student
biography (language, cognitive, academic, and social
development) increases achievement
Benefits of ICB instruction for ELLs
 Motivates learners
 Decreases perceptions of marginalization
 Promotes the negotiation of meaning
ICB Lesson: Planning
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Select the theme.
Choose topics relevant to the theme.
Create language and content objectives.
Gather appropriate instructional materials.
Arrange the classroom environment.
ICB Lesson: Instruction
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Preteach key content vocabulary.
Build background.
Facilitate collaborative learning.
Use authentic activities for integrating literacy.
Engage CLD students cognitively.
Provide visual support and graphic organizers.
Develop learning centers.
ICB Lesson: Assessment
 Provide formative assessment.
 Provide summative assessment.
Let’s look together at a lesson!
 Let’s examine a Language Arts lesson plan from one
of our 7th grade teachers on active reading
strategies.
 The ICB instruction modifications are in blue.
Practice Time!
 Choose a partner and look together at the sample
lesson plan.
 Using the ICB instruction model, what
modifications can you make to this lesson plan?
 Be prepared to briefly share your modifications
with the group.
Resources
Gottlieb, M., Craney, M., Cammilleri, A., (2007). WIDA
consortium: Understanding the WIDA English language
proficiency standards: A resource guide.
http://www.wida.us/standards/Resource_Guide_web.pdf.
Herrera, S. & Murry, K., (2005). Mastering ESL and bilingual
methods. USA: Pearson Education, Inc.
Teachers of English to Speakers of Other Languages (TESOL),
Inc., 2007. ESL standards for pre-k-12 students, online
edition.
http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583