Transcript Interaction - Clark County School District

Welcome
Session Norms:
•All pagers and cell
phones on vibrate
•Stay on topic being
discussed
•Use professional
courtesy
High Quality Sheltered Instruction:
Interaction
Presented by ______________
Housekeeping
• Explain the time schedule for your day.
Include items like: breaks, location of
restrooms, lunch, etc.
High Quality Sheltered Instruction
“Sheltered Instruction is an approach to 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
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Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Session Objectives
Content Objective:
• Select from a variety of activities that promote
interaction and incorporate into lesson plans.
• Design grouping patterns that support lesson
content and language objectives.
• Identify strategies to increase wait time.
Language Objectives:
• Describe strategies to reduce the amount of
teacher talk.
• Adjust teacher questioning techniques to
promote student elaboration of responses.
Features of Interaction
• Provide many opportunities for interactions
about the lesson concepts.
• Language and content objectives are supported
through student grouping.
• Allow sufficient wait time for responses.
• Provide ample opportunities for students to
clarify key concepts in L1 as needed.
Echevarria, J., Vogt, M., & Short, D. (2008). Making Content Comprehensible for
English Learners: The SIOP Model
Two Lies and a Truth
Objective: Try to fool your team.
Each student writes down three statements.
Two are true and one is false. One student at a
time reads their statement to the class. Teams
huddle to discuss the statements, trying to
"guess the fib."
Steps:
1) Students write three statements.
2) One student reads statements.
3) Teammates discuss statements.
4) Teammates guess.
Team Building Leadership, 2006
Opportunities for Interaction
What:
Frequent opportunities
for discussion between
teacher and student (s),
students with students,
or groups.
When:
Whenever possible.
Why:
Practice makes perfect.
We learn by teaching,
listening, discussing, and
doing.
How:
Varied grouping
configurations.
Who is using the language?
“Studies have indicated that, in most classrooms,
teachers dominate the linguistic aspect of the lesson,
leaving students severely limited in terms of
opportunities to use language in a variety of ways.”
“In a study of programs for ELLs, it was found that the
classes were characterized by excessive teacher talk.”
Echevarria, J. , Vogt, M., & Short, D. (2008). Making Content Comprehensible for English
Learners: The SIOP Model 3rd ed
Encourage Elaborated Responses
Try these techniques:
“Tell me more about that.”
“What do you mean by…”
“What else…”
“How do you know?”
“Why is that important?”
“What does that remind of?”
“In other words…is that correct?”
Partner Chat
• Why would teachers of ELLs be
encouraged to incorporate cooperative
learning into their daily lessons?
• How does cooperative grouping
encourage ELLs to practice using
academic language?
Cooperative Learning
• What it is…
a teaching strategy designed
to imitate real-life learning and
problem solving by combining
teamwork with individual and
group accountability.
Adapted from http://edtech.kennesaw.edu
• What it is Not…
just “group work” or putting
them in groups and turning
them loose.
Interaction and Cooperative Grouping
Allows Peer Interaction
Fosters Team Work
Minimizes Fear of Risk Taking
Maximizes Language Output
Skills Developed Through Interaction
 Leadership
 Decision making
 Trust-building
 Communication
 Conflict management
Group Activity
• In your groups, discuss how to create an
interactive learning environment.
What are some of your current practices?
What does it look like?
What recommendations would you give to
someone to help them get started?
• Record your responses on chart paper.
• Post around room for gallery walk.
Classroom Recommendations
• Know your style and your class.
• Teachers should use a variety of criteria for
grouping students.
• There are several types of cooperative learning
groups to vary group dynamics.
• Teacher should manage group size.
• Combine cooperative learning groups with other
types of instruction.
Take a Stance
• Think about a subject that people have
varying degrees of opinions.
• Arrange yourself in such a way to
demonstrate the degree of your stance.
• Strongly agree
• Strongly disagree
• Don’t know/don’t care
Find Your Match
The purpose: Participants are to find someone who
has the matching information on their index cards.
The information could be: vocabulary words &
definitions, antonyms with their synonyms, etc.
The rational: Provides an opportunity for
participants to practice their oral language.
Steps:
1) Students mix and pair
2) Student shares their information
with partner
3) Partner checks
4) Either find their match or continue
process
Vogt and Echevarria (2008)
Vocabulary Charades
The teacher presents the class with new
vocabulary words. Cluster students in small
groups. Students act out the meaning of the
vocabulary words in an attempt to get the rest of
the class to guess the word.
Teacher may use this strategy to develop
synonyms for frequently used words (ie: said,
walk)
Wait Time
Fredericks (2005) research confirmed
Rowe’s (1996) as to how wait time is
incorporated into every day instruction. The
findings showed that the average teacher
paused .9 – 1 second, asked 3-5 questions a
minute, 400 questions in a short class session,
repeating every student response, used words
such as good, very good, and wonderful 25% of
the time, resulting in the focus being on the
teacher, NOT on the content.
Wait Time
• Wait time varies by culture.
• In US classrooms, the average length of
wait time is clearly not sufficient. (9/10 of
second)
• Teachers need to resist the temptation to
fill in the silence.
• ELLs need extra time to process
questions.
• ELLs need extra time to formulate
answers.
Wait Time Techniques
• “50-50”
• “Phone-a-friend”
Final answer comes from the original student.
• Find a balance between wait time and moving
a lesson along.
Clarify with L1
L1 =
first language, home language, native language
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Bilingual instructional aide
Peer
Materials written in students’ L1
Bilingual dictionaries
Websites
Video Presentation
Interaction
Exercise
While viewing the video using the +/delta chart.
After viewing, answer the discussion questions.
How did the teachers plan/use grouping to
enhance learning?
Did the teacher provide frequent opportunities
for interaction?
How were key concepts clarified?
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Recommendations
Using your notes complete the chart, making
recommendations for improved instruction.
Teaching Scenarios
Refer to Interaction section for teaching
scenarios.
Teaching Scenarios
• All participants will read the lesson overview.
• Participants will number off into threes.
• Ones will read first scenario and so forth.
• Rate the teacher using rating scale provided.
• Discuss your rating with group and come to
consensus.
Review Session Objectives
Content Objective:
• Select from a variety of activities that promote
interaction and incorporate into lesson plans.
• Design grouping patterns that support lesson
content and language objectives.
• Identify strategies to increase wait time.
Language Objectives:
• Describe strategies to reduce the amount of
teacher talk.
• Adjust teacher questioning techniques to
promote student elaboration of responses.
Insanity is doing
the same thing
over and over
again and
expecting a
different result.
--Albert Einstein
My Aha Moment!
Presentation Topic:
Presenter:
Date:
Two ideas that were interesting to me:
1.
2.
Two ways I can apply the information presented in my classroom:
1.
2.
Two questions that I have for the presenter:
1.
2.
Two things I wish the presenter had done differently:
1.
2.
References
•
Bennett, B. and C. Rolheiser. (2001). Beyond Monet: The Artful Science of
Instructional Integration. Toronto, Ontario: Bookation,
• Echevarria, J., Short, D., & Vogt, M. (2008). Making Content
Comprehensible for English Language Learners: The SIOP Model. 3rd Ed.
Upper Saddle River, NJ: Pearson Education, Inc.
• Kennesaw State University. Georgia Educational Technology.
http://edtech.kennesaw.edu
• Team Building Leadership, 2006. Two Lies and a Truth.
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