Transcript Heritage Speakers: A Unique Challenge for Instructors

Teaching Heritage Speakers II: Introduction to
Differentiated Teaching
Maria M. Carreira
California State University, Long
Beach
Last presentation
• The elements of HL teaching;
• Identifying good materials;
• Adapting not so good ones
Now
• Introduction to differentiated teaching with a
focus on templates, centers, and agendas.
First: Review
1
2
3
The general definition
General definitions:
Who is a heritage language learner?
• Narrow definitions – based on_________
• Broad definitions – based on__________
Broad + narrow definitions = two
orientations to HL teaching
Linguistic needs (narrow
definition)
Affective needs (broad
definition)
Language features acquired after age
____?
Issues?
Linguistic skills acquired through
____________ (expansion of bilingual
range, literacy, advanced vocabulary and
grammar)
Translanguaging
General definition
Language specific
definition
Classroom/program
specific definition
General definition
Language specific
definition
Classroom/program
specific definition
Practice #4
• My name, follow up questions 3, 4, 5, 6
• First…some sample activities (why provide
sample activities?)
Sample activity (cont.)
• I would like to baptize myself under a new
name, a name more like the real me, the one
nobody sees_______________________.
Mom
Active
Resilient
Intense
Affectionate
Sample activities – individual
activities
• If your name could be any number, what
would it be? (My name is the roman numeral
MC).
• What color is your name? (My name is the
color of cookies)
• What sound is your name? (My name is the
sound of church bells)
Sample activity (cont.)
My grandmother is a small daisy
My grandmother is the color yellow
My grandmother is banana pudding and Nilla
Wafers
My grandmother is like quiet morning sleep
Group work
• 10 minutes
• Report back to the group (1-2 minutes)
Follow up
• Group answers
• What other activities can you create?
• Holding students accountable
Holding students accountable:
Sample activity
• Describe one contribution you made to your
group.
• Describe a comment or suggestion made by
another member of your group that caught
your attention.
• Describe a comment or suggestion made by
another group that caught your attention.
Differentiated Teaching
Part I: Know the learner
Part II: Respond to his/her needs
Differentiated Teaching (DT)
In differentiated classrooms, teachers begin where students
are, not the front of a curriculum guide. They accept and build
upon the premise that learners differ in important ways…In
differentiated classrooms, teachers provide specific ways for
each individual to learn as deeply as possible and as quickly
and possible, without assuming one student’s roadmap for
learning is identical to anyone else (Tomlinson, 2000:2).
What can you differentiate?
• Content
• Process (how you gain mastery of the material)
• Product (how you demonstrate mastery of the
material)
• Pacing
According to students’
• Readiness, strengths/weaknesses
• Interests, affective needs, goals
• Learning profile
• It’s too much work!
• What am I, a psychic? How I am supposed to know
about the needs of my students?
• If everyone is doing something different, how do I
keep track of students’ work and progress?
• So now I have to discard everything I’ve been doing
for years and start something new?
Quick answers
• It’s too much work! – When done right,
differentiation actually decreases the amount of
work done by the instructor.
• What am I, psychic? How I am supposed to know
about the needs of my students?
• If everyone is doing something different, how do I
keep track of students’ work and progress?
• So now I have to discard everything I’ve been doing
for years and start something new?
Quick answers
• It’s too much work! –
• What am I, psychic? How I am supposed to know
about the needs of my students? Use ongoing
assessment (formative assessment).
• If everyone is doing something different, how do I
keep track of students’ work and progress?
• So now I have to discard everything I’ve been doing
for years and start something new?
Quick answers
• It’s too much work! –
• What am I, psychic? How I am supposed to know
about the needs of my students?
• If everyone is doing something different, how do I
keep track of students’ work and progress? Hold the
students accountable for keeping track of their own
learning.
• So now I have to discard everything I’ve been doing
for years and start something new?
Quick answers
• It’s too much work! –
• What am I, psychic? How I am supposed to know
about the needs of my students?
• If everyone is doing something different, how do I
keep track of students’ work and progress?
• So now I have to discard everything I’ve been doing
for years and start something new? No, many of the
strategies of DT are familiar to teachers and are part
of the best practices of language teaching.
Some familiar practices
• Group work;
• Inductive learning;
Teacher as facilitator
Students notice and draw inferences
• Varied assessment tools (portfolios, quizzes,
tests, presentations, self-assessments, etc.)
Not so familiar practices
• Templates, centers, agendas
• Flexible grouping, contracts, formative
assessment
Back to concerns…
Key to dealing with concerns:
• Teaching the routine
• Knowing what to differentiate
• Knowing when to differentiate
• Knowing how to differentiate
Dealing with concerns
• Teaching
the routine
• Knowing what to differentiate
• Knowing when to differentiate
• Knowing how to differentiate
• Think of travelers at an
airport;
• Insist on shared
responsibility and
preparedness;
• Pre-teach the routine
• Discuss potential problems
(use scenarios);
Dealing with concerns
• Teaching the routine
• Knowing
what to
differentiate
• Knowing when to differentiate
• Knowing how to differentiate
• Identify the fixed content by
classifying course objectives
according to their level of
importance. From these select the
core elements that all students must
master.
This is the fixed content of the
course – THERE IS NO
DIFFERENTIATION OF CONTENT FOR
THIS MATERIAL. With this material,
differentiate the process (how you
gain mastery of the material) and
the product (how you demonstrate
mastery of the material.
• The remaining content can be
differentiated (e.g. certain
vocabulary)
What to differentiate
(Wiggings and McTighe, 2001)
Student selected
objectives
Worth being
familiar with
Important to
know and do
Enduring
understanding
Negotiated with
instructor.
Instructor
selected, fixed
core objectives for
the class
Dealing with concerns
• Don’t differentiate all the
time – only when needed:
• Teaching the routine
• Knowing what to differentiate
• Knowing
when to
differentiate
• Knowing how to differentiate
What happens if you
differentiate all the time?
Dealing with concerns
• Teaching the routine
• Knowing what to differentiate
• Knowing when to differentiate
• Knowing
how to
differentiate
Master a small number of
instructional tools
•
•
•
•
•
Templates
Centers
Agendas
Flexible grouping
Contracts
Today
•
•
•
•
•
Templates:
Centers
Agendas
Flexible grouping
Contracts
Today
• Templates: Rubrics that allow you to vary
instruction according students’ interests and
affective needs. Hold students accountable for
their own learning.
• Centers
• Agendas
• Flexible grouping
• Contracts
To teach grammar and grammatical
analysis
• Constructivist grammar activities
(López-Sánchez and Mojica-Díaz 2006)
Students use authentic materials to discover the
patterns and principles of their language of study.
Instructor acts as a facilitator
Example
palabra
significado
significado
Mi
my
me
Tu
you
your
Te
pronoun
tea
Se
I know
pronoun
De
of
give
Mas
more
but
Si
yes
if
El
the
he
oración
Example using “My name”
Spanish (in the
reading)
English
Two nationalities
chino, mexicano
Chinese, Mexican
Two names of
language
español, inglés
Spanish, English
A day of the week
domingo
Sunday
1.
2.
3.
4.
5.
Comparison
What is the language topic at hand?
From the above, what rules can you posit regarding this
topic?
How can you check on these?
Add five other words to each list.
What other types of words are relevant to this topic?
• How does this use of a template fit into a
differentiated framework?
• Why is this well-suited for HL teaching?
Other uses: To personalize readings
The Dialectal Journal
(Dodge 2006: 67)
In this column, record
• a passage
• a main idea
• an important event
In this column
• write a reaction
• discuss its significance
• make an inference
Text-to-self connections
(Harvey and Goudvis 2000:266)
Passage from the text
This reminds me of…
Passage from the text
I agree or disagree because…
Expression from the text
I find this interesting because…
Text-to-world connections
(Harvey and Goudvis 2000:267)
Passage from the text
This reminds me of…
Character from the text
This character reminds me of…
A theme of the text
This reminds me of…
Text-to-text connections
(Harvey and Goudvis 2000:267)
Passage from the text
This reminds me of…
Character from the text
This character reminds me of…
Vocabulary/grammatical forms from the texts
This reminds me of…
• How does this use of a template fit into a
differentiated framework?
• Why is this well-suited for HL teaching?
Practice #4
• What grammar/language points from “My
name” can you put on a template? How?
(class)
• What grammar/language points from your
language lend themselves well for templates?
(small groups)
Templates/activities to review the material
• The exit card
• Sum-it-up!
The exit card (Dodge 2006)
Describe an “aha!” moment
Formulate a question about a point that remains
unclear. Describe one or two strategies that you
will use to answer this question.
Compare and contrast ____________
Sum it up! (Dodge 2006)
Topic/question/sentence
E.g. The verb “haber”
Date:
What I already knew.
What I could already do.
What I learned.
What I can do now.
What I still need to figure What I would like to be
out.
able to do.
• How do exit cards and sum it up cards fit into
a differentiated framework?
• Why is this well-suited for HL teaching?
Other uses
• For assigning an attendance/participation
grade
• For formative assessment (Part III,
Wednesday)
Also SCOBAs + verbalization
(Schema for Orienting Basis of Action)
• A visual representation of rules or
generalizations.
• Examples: charts, time lines, verb diagrams,
graphics
A SCOBA
(A schema for orienting basis of action)
I feel;
therefore,
Broad definition
Narrow
definition
I speak; therefore,
I am (an HLL)
I am (an HLL)
family
Larger
society
Knowledge
of
language
School
community
Today (cont.)
• Templates:
• Centers: A place where students find resources
that help them master the material. Centers
vary the process, increase access, and support
independent learning.
• Agendas
• Group work
• Contracts
How I use centers: Online exercises
•
•
•
•
•
•
Virtual spaces (Blackboard)
Computer graded
Can be repeated for a better grade
Is done outside of class, independently by students
Is self-paced
Previews, reviews and expands upon material from other
modules (homework, quizzes, tests)
(the workbook can also be a source of center activities)
How I use centers
• IN-CLASS activities
• Homework
• Online exercises
• Exit cards I (in class)
Medium stakes
• Test (in class);
• Quiz (in class)
Lowest stake
High stakes
What else can you put in a center?
• How do centers fit into a differentiated
framework?
• Why are they well-suited for HL teaching?
Today
• Templates:
• Centers
• Agendas: A list of activities students must
complete in a given time. Agendas, vary the
pace and product and support self-directed
learning and effective classroom management.
• Group work
• Contracts
Sample agenda from my class
(an HL class)
Date due: (usually in 1-2 weeks)
Work to be completed:
• Workbook # 7, 8, 9, 10 (HOMEWORK)
• Textbook, read “xxxxx” and answer questions
1-7. Use a spell check. (HOMEWORK)
• Prepare a “Sum it up” card for this unit.
(HOMEWORK)
• Blackboard, #1, 2. Must be completed with a
grade of 90% or better. (ONLINE EXERCISES, CENTER)
How I use agendas
• IN-CLASS WORK
• Homework (agenda)
• Online exercises
(agenda)
• Exit cards I (in class)
Medium
stakes
• Test (in class);
• Quiz (in class)
Lowest stake
High stakes
• How do agendas cards fit into a differentiated
framework?
• Why are they well-suited for HL teaching?
What about having different
agendas for different students?
• It’s doable, but requires careful consideration,
trial and error, and much labor. If you decide
to proceed…
• Think in terms of enduring knowledge,
important to know and do, and worth being
familiar with.
• Prioritize activities that advance enduring
knowledge.
• Try to equalize workload
Summarizing
• Why differentiate?
• What can you differentiate?
Content
Process
Pace
Product
Basic tools
• Templates: Vary instruction according students’
interests and affective needs. Hold students
accountable for their own learning (including
SCOBAs)
• Centers: Vary the process. Increase access.
Support independent learning.
• Agendas: A list of activities students must
complete in a given time. Vary the pace and
product. Support self-directed learning and
effective classroom management.
End of Part II
Assessment
• Diagnostic (pre-instruction)
• Formative (during instruction)
• Summative (post instruction)
Assessment
• Diagnostic (pre-instruction)
• Formative (during instruction)
• Summative (post instruction)
Formative assessment
Formative assessment
Summative assessment
Purpose
To improve instruction and provide feedback
to students
To measure student competency
When administered
Ongoing, throughout unit
End of unit or course
How students use results
To self-monitor understanding,
Identity gaps in understanding and strengths
To monitor grades and progress toward
benchmarks
How teachers use results
To check for understanding, modify their own
teaching to enhance learning
For grades, promotion
How programs use results
To modify the curriculum and program
To report to external entities
Adapted from Checking for Understanding. Formative Assessment Techniques for Your
Classroom by Douglas Fisher and Nancy Frey, ASCD, 2007
Why do we need formative
assessment?
• For instructors: Provides the knowledge base
for good teaching, differentiation, curriculum
design, and school and program reform
• For students: Fosters learning by encouraging
metacognition and independence, offering
multiple representations of knowledge,
previewing summative assessment, lowering
the stakes of testing. Allows students to see
where they are relative to where they need to
be.
How to do formative assessment
Almost any pedagogical activity can function as formative
assessment…
Templates
• The “aha” moment, exit card
• The KWL chart
What I know
What I want to learn
What I learned
The oral quiz
The group quiz
Why do we need formative
assessment?
Diagnostic
assessment
(placement)
Summative
assessment
(grades)
Placement
Summative
assessment
(Grades)
Suppose the following HL Learners are all in the
same class:
Advanced bilingual, schooled: Born abroad.
Arrived in the US at age 9;
Typical HL learner: US-born. Both parents are
native speakers, immigrants.
Receptive bilingual US-born. Speaks HL only
with mother. Father does not speak HL.
How do you assign a grade to these
students and
• Maintain standards
• Address issues of fairness
Two-track program:
Arabic 100 for HL learners
Arabic: Diglossia
• Modern Standard Arabic (High prestige, formal situations, written,
known by educated speakers, lingua franca among Arabs from different
countries);
• Colloquial Arabic (Low prestige, home language, informal
communications, not commonly written, mutually unintelligible regional
dialects) (Maamouri 1998)
Arabic 100:
• 11 students from six Arab countries (Syria, Lebanon, Saudi Arabia,
Jordan, Morocco, Egypt) and 1 student from Indonesia (Muslim).
• 2 have four or more years of education abroad, 3 have three years of
religious education in Arabic in the US; the rest have no literacy skills in
Arabic;
Advanced bilingual, schooled: Arrived in the
US at age 9 with 3 years of schooling;
Typical HL learner: US-born. Both parents are
immigrants, no schooling.
Receptive bilingual US-born. Speaks HL only
with mother.
Formative assessment
• For instructors: Provides the knowledge base to
respond to the needs of all learners through
differentiation;
• For students: Fosters learning by encouraging
metacognition and independence, offering multiple
representations of knowledge, previewing
summative assessment, lowering the stakes of
testing
• For programs: Provides the knowledge base fo
effective curriculum and program.
How I do it
• Final grade is made up of many components (quizzes, tests,
homework, writing portfolio, online exercises, exit cards);
• Some components are graded holistically (exit cards,
homework exercises, portfolio assignments), others are
graded on a discreet-point scale (quizzes, hybrid exercises,
tests, main writing assignment);
• Some components have a re-do option (online exercises);
• Most components serve as formative assessment. In terms
of the final grade, these are low stakes;
• Lower-stake items serve to preview higher-value items
(homework and online exercises preview the quizzes, and
the quizzes preview the tests, practice-writing assignments
preview the high stakes writing assignments);
Grades
• Online
• Homework
• Exit cards
Lowest stake
formative
Medium stakes
formative + summative
• Quizzes
• Practice
writing
• Tests
• Final writing
High stakes
summative
In conclusion: Keep your eye on the learner
Enduring knowledge
• Learner-centered Teaching: HL learners present a
wide range of linguistic, social, and psychological
profiles. For that reason, HL teaching should be
learner-centered, rather than curriculum centered.
The tools and strategies of Differentiated Teaching
make it possible to address individual learners’
needs..
Enduring knowledge
• Learner-centered Teaching: HL learners present a
wide range of linguistic, social, and psychological
profiles. For that reason, HL teaching should be
learner-centered, rather than curriculum centered.
The tools and strategies of Differentiated Teaching
make it possible to address individual learners’
needs..
Enduring knowledge
• Curriculum and syllabus design: The broad and
narrow definitions of the term “HL learner” identify
two general orientations for curriculum and syllabus
design: language and identity. Use the profile of the
“typical HL learner” to lay the general instructional
plan. Build in additional pathways to help students
that deviate from this profile achieve objectives.
Enduring knowledge
• Curriculum and syllabus design: The broad and
narrow definitions of the term “HL learner” identify
two general orientations for curriculum and syllabus
design: language and identity. Use the profile of the
“typical HL learner” to lay the general instructional
plan. Build in additional pathways to help students
that deviate from this profile achieve objectives.
Thank you!
• For a copy of this presentation please email
me at: [email protected]
Part I
KNOW THE LEARNER
View # 1: Teach Languages
Who
What:
Grammar,
vocabulary,
culture
Why
How
View #2: Teach language learners
What
Who
Why
How
The “What-centered” view
versus
The “Who-centered” view
Traditionally, language teaching
has been “what centered”
“What centered” = “curriculum
centered”
Teachers start at the front of the
curriculum
The what-centered view with L2
learners
Peter
Past
tense
Paul
Mary
The curriculum-centered classroom
But what if…
And...
What happens when you apply a
curriculum-centered approach to
HL teaching?
The what-centered view with HL
learners
Juan: 3rd generation
immigrant
Past
tense
Maria: 1st generation,
educated abroad
Pedro: 1st generation, no
education in Spanish
The “who-centered” view
“Who-centered” = “learner centered”
The “learner-centered” classroom
Why is the learner-centered view
better?
• HL learners differ from
each other with regard
to
- linguistic abilities (in
the HL and in English)
- literacy skills
- affective needs
- goals for their HL
• HL learners also differ
from L2 learners
What
Who
Why
How
Exploring the “WHO”
What does the “learner-centered”
view teach us?