selecting and using apps to shelter content and language

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Selecting and Using Apps to Shelter Content and Language Instruction March 27, 2015 Jen Himmel [email protected]

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Selecting and Using Apps to Shelter

Content and Language Instruction

March 27, 2015

Jen Himmel [email protected]

Session Objectives

Participants will identify and analyze apps and other technology tools to teach both content and language to English learners

Participants will read sheltered instruction activities that incorporate apps feature technology tools

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Building Background With an

Anticipation Guide

1. Turn to page 2 in your handouts.

2. Use your teaching experience to fill out the anticipation guide on building background.

3. For each statement, indicate your degree of agreement by circling 1–4 on the line.

4. Share your answers with a partner and explain why you answered the way you did.

5. How did this guide help you build background for the upcoming content?

What is Sheltering Instruction to Teach

Both Content and Language?

In preK-12 educational settings in the United States, integrated content and language instruction is an approach to schooling used with bilingual and second language learners

One way to integrate content and language simultaneously is to shelter instruction

Sheltered instruction is task-based instruction that includes the assessment of knowledge, skills, and academic language within a particular content area (Sherris, 2003).

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Sherris, A. (2008). Integrated Content and Language Instruction. Washington, DC:

Center for Applied Linguistics.

Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible to

English learners: The SIOP model. Boston: Pearson/Allyn& Bacon.

One Popular Model’s Definition of Sheltered

Instruction

A means for making academic content (e.g., science, social studies, math) more accessible for language learners while at the same time promoting their second language development.

Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible to English learners: The SIOP model. Boston: Pearson/Allyn& Bacon.

Why Should Language Teachers Integrate

Content and Language Instruction?Helps teachers design and deliver lessons that make

content comprehensible and that facilitate language acquisition.

Assists language learners in developing fluency with all four language skills in the context of content concepts that they must acquire as outlined by curriculum standards (Gibbons, 2002).

Research and experience suggest that it is possible to integrate language and content instruction successfully, and that when teachers do so, they have a positive impact on student learning.(Echevarria, Richards-Tutor, Canges, & Francis, 2011)

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Gibbons, P. (2009). English Learners, Academic Literacy, and Thinking. Heinemann

Echevarria, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP Model

to promote the acquisition of language and science concepts with English learners.

Bilingual Research Journal, 34 (3), 334-351.

Benefits of Integrated Content and

Language Instruction

Second language learners develop

− Ability to generate thoughtful spoken and written discourse about concepts in a content area

− Proficiency in understanding and producing the types of texts specific to that area

− Ability to carry out other content related tasks, such as lab experiments, creative mathematical calculations, and historical inquiry.

− Solve problems, evaluate solutions, and collaborate effectively with one another in these activities

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Sherris, A. (2008). Integrated Content and Language Instruction. Washington,

DC: Center for Applied Linguistics.

Components of Sheltered Instruction

8 components

− Lesson Preparation

− Building Background

−Focus on vocabulary

− Comprehensible Input

−Techniques to make input comprehensible like repetition, visuals, hands-on activities

− Strategies

−Scaffolding, input + 1

−Higher order tasks

− Interaction

− Practice/Application

−Practice both content and language

− Lesson Delivery

− Review & AssessmentEchevarria, J., Short, D.E., Vogt, M. (2014) Making Content Comprehensible for

English Learners. Allyn and Bacon: Boston: MA.

Instructional Tools to Shelter Instruction:

Genesis of District-Based Project

I-pads purchased but no resources provided to teachers who shelter for selecting and using apps

Review of state of apps for ELs learning content and language based on:

K-12 content area subjects

Literacy

Comprehensible Input

Aligned to state or language proficiency standards

Application activities for content and language

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Search Process

Fellow teachers and researchers

School Library Journal-http://www.slj.com/category/reviews/apps/

Google searches “apps and English learners”

Ed Tech Magazine-http://www.edtechmagazine.com/k12/

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App Matrix

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App

Description

Price Content

Area

Grad

e

Level

Proficiency

Level

Use Scaffolds Advantage Disadvantage

Alphabet

Projector:

Great for

letter

recognition

practice for

pre-school

and

Kindergarten

.

Free Literacy K-5 Beginners Letter

identification/

sound

recognition

Aural

Repetition

Kids can

work on

their own-

even low

proficiency

students

Limited to just

the letter

Using apps to instruct English Learners

Centers/stations during literacy blocks

Supplemental skill instruction (e.g., address gaps in numeracy/math concepts)

Native language support

Build background knowledge (e.g., flipped classrooms)

Writing projects/assignments

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Caveats for Using Apps to Integrate

Language and Content

Supplement- not supplant

Appropriate for the language proficiency, cognitive development, and literacy development of students

Monitored by teacher

Immediate student feedback

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Using Technology Tools to Shelter

Instruction

Webquests

Microsoft Photostory

Guided Listening using multimedia

Kidblogs

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WebQuests

Usually completed in cooperative groups

Can be developed through Microsoft FrontPage, Dreamweaver Inspiration, MS Word, Power Point, Access, Excel, Microsoft Word, or Microsoft Publisher

Can be easily differentiated

List specific Web sites that learners should visit in order to complete the activity or student complete the webquest using a particular app− e.g., The New Immigrants (itunes)

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Webquest Template

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Microsoft Photostory

Begin a new story

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pp. 4-9

Microsoft Photostory

Import picture

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Microsoft Photostory

Crop pictures if necessary

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Microsoft Photostory

Add a title

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Microsoft Photostory

Record your voice

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Microsoft Photostory

Set the motion and duration of slide

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Microsoft Photostory

Decide on transition

Add music and preview show

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Microsoft Photostory

Make your own music if you want.

Turn your story into a movie. NOTE: If you made your own music this will take a long time (~10-30 minutes).

Implement cooperative learning roles (p.4 )

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Kidblog

Student -friendly publishing platform

Provides students’ writing a meaningful purpose and an authentic audience.

Students are motivated to write for their peers and engage with students outside of their classroom/school

Teachers moderates all content, so nothing goes live until teachers review

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Kidblog

www.kidblog.org

Create your classroom and add students

Post a prompt that engages students about a topic from previous lesson

Upload media or visual to assist students in formulating a response

Invite students to post a comment.

Provide students with publishing criteria;− Indicate number or types of words

− Indicate grammatical features to include

− Ask student to comment on a certain number of classmates’ response

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p. 10

Kidblog

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Post a prompt, picture or other scaffold.

Invite students to post a comment

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Instructional Techniques to Foster

Comprehensible Input

Guided Listening: Making a Mini-Lecture

Comprehensible using Multimedia

A strategy for increasing comprehension and

facilitating interaction:

1. Students listen to a mini-lecture on their table (e.g., Discovery Education) and check off key vocabulary words as they hear them. Students can listen as many times as they want.

2. Students listen to the lecture again.

3. Students pair up and check their work. Partners tell each other the details they recorded and each fills in the details they were missing.

(Handout pp. 11-12)

Guided Listening, cont.

4. The partners take turns retelling the mini-lecture using their notes.

5. The partners use their notes to write a summary of the lecture.

Let’s Try It!

You are going to hear a short talk about the parts of a plant.

Pre-Listening Task: Before you listen to the talk about the parts of a plant, sit with a partner and decide who is partner A and who is partner B. Then, work together to explore the meaning of each word or phrase listed in the listening task. Write your definitions to the left of the words.

Listening Task: Listen once.

Second Listening: Check off each line as you hear it in the text on page 46.

Comprehensible Listening (cont.)

Third Listening: Annotate the list. Add details as you listen. Write your notes to the right of the word.

Retelling: After listening to the talk about the parts of a plant, retell it to your partner using the checklist. Then, let your partner tell it to you.

Summary: Finally, use the checklist to write a summary of the parts of a plant in your science journal.

Debriefing the Activity

How would this activity benefit English learners?

How would you use it in your classroom?− Look at the modification for lower grades in your handouts.

Thank you!

Questions?

Contact information:

Jennifer Himmel

[email protected]

www.cal.org

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