strategies for working in secondary subject classrooms
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Strategies for Working in Secondary Subject Classrooms. SATEAL March 2013. Aims. To consider: How we can meet the learning needs of bilingual learners in subject classrooms. Strategies that can be used to support learning in the classroom. Aberdeenshire Council. 2 different scenarios: - PowerPoint PPT PresentationTRANSCRIPT
Strategies for Strategies for Working in Working in
Secondary Subject Secondary Subject ClassroomsClassrooms
Strategies for Strategies for Working in Working in
Secondary Subject Secondary Subject ClassroomsClassrooms
SATEALSATEAL
March 2013March 2013
AimsTo consider:How we can meet the learning
needs of bilingual learners in subject classrooms.
Strategies that can be used to support learning in the classroom .
Aberdeenshire Council2 different scenarios:• Some Secondary Schools with 10%
or more of bilingual pupils• Some Secondary Schools with 1%
or less of bilingual pupils
Schools with 10% or more
School
Department
Classroom Teacher
EAL / Teacher collaboration
School • EAL PolicyEAL Policy• Class allocationClass allocation• Access previous reports• Timetable • Pupil Induction • Pupil EAL profiles accessible to all
teaching staff
Departments • CPDCPD• EAL PolicyEAL Policy• Intranet access to bank of Intranet access to bank of
translated resourcestranslated resources• SQA AAA SQA AAA • Pupil folio Pupil folio
Classroom TeacherLearner • Pupil profile• Acknowledge prior
learning• High expectations• Exam ‘readiness’• SQA AAA
EAL not SfL
Learning • Cummins Quadrant• DARTs • Translated resources• Flexible grouping• Cooperative
teaching• Differentiated
resources
SfL support• Identify opportunities to use L1• Target subject language • Analyse demands of the lesson • Identify and plan for language learning
opportunities• Resources• Praise success• Raise self esteem
EAL CollaborationPlanning• Subject topic-content, knowledge,
understanding, skills• Learning aims and outcomes• Teaching activities• Resources • Pupil tasks and targets• Pupil grouping• Monitoring and Recording progress• Assessment
Accessing the Curriculum
• ‘Learners acquire English best through engagement with mainstream learning tasks rather than from a specific English course book.
• As learners hear and read English they are actively involved in working out the structure and rules of the language.’
(Page 13: Learning in 2+ Languages)
Ensure that differentiation is on a linguistic and not cognitive basis.
Remember, support strategies for EAL learners will benefit all learners within the classroom.
Schools with 1% or lessPrioritise timetable:• New arrivals with low level of
language acquisition at any stage• Senior pupils with 3 or less for
their level of language acquisition
First Things First!Liaising with class teachers:• Information about the pupil• Information about pupil’s L1• Advise on good dictionaries• Provide translated resources
available• Reinforce that Google Translate
cannot be relied on!
Strategies Strategies Strategies Strategies
Strategies for Supporting Bilingual Learners
• General
• Speaking and Listening
• Reading
• Writing
• Vocabulary
Speaking and Listening• Make language structures explicit in lesson objectives and
planning.
• Model and explain the purpose and form of the language structures
• Set expectations for using formal language in presentations. Model it first.
• Display key vocabulary only for that lesson.
• Group pupils with peer support and clear criteria for lesson objectives / outcomes.
• Allow opportunity for rehearsal – talk.
• Encourage active listening- invite comments and questions
• Provide a purpose for listening.
• Demonstrate the use of listening frames.
Reading • Model and describe the strategies – skimming,
scanning, reading on, using images. • Use DARTs to access text and focus on the
information they need. Use colour to highlight.• Paired reading• Use gap filling information sheet/ close
reading questions to create notes for future writing.
• Encourage underlining of unfamiliar words.• Allow annotating of text
Writing • Model writing• Shared writing• Exemplars/sharing of good examples• Scaffold - writing frames• Structured questions – answers used to create
continuous prose.• Paragraph headings.• Quotes sheets.• Diagnostic marking and writing targets.• Thesaurus /collocations/dictionaries
Speaking and listening
Task: Choose a subject lesson• How are bilingual pupils involved in
speaking and listening activities?• Are there opportunities for pupils to use
their first language?• Discuss ways in which speaking and
listening skills can be further developed in the lesson. List 3 strategies.
Reading Task:Choose a subject where an aspect of
reading is challenging for bilingual pupils.
• What do you currently do to support reading tasks in a lesson?
• Discuss opportunities for text analysis which encourage focus on information they need.
• Identify 3 strategies which could be developed for the chosen subject.
Writing Task:Choose a subject where an aspect of writing is challenging
for bilingual pupils.
• What do you currently do to support writing tasks in a lesson?
• Are there opportunities for pupils to use their first language?
• Discuss ways in which writing skills can be encouraged and developed further in the lesson.
• Identify 3 strategies for writing that could be developed for the chosen subject.
Some Strategies forSome Strategies forSpecific SubjectsSpecific Subjects
Some Strategies forSome Strategies forSpecific SubjectsSpecific Subjects
English• L1 books
RATOS E HOMENSResumo e comentários da obra clássica de John E.
SteinbeckObra: Of Mice and Men
Título em português: Ratos e HomensAutor: John Ernst Steinbeck (Prêmio Nobel de
Literatura em 1962)Ano: 1937 (original) e 1976 (ed. brasileira, traduzida
por Érico Veríssimo)• Resumo do Livro
A história trata sobre o relacionamento de dois homens: George Milton e Lennie Small.
English
• Graded readers
EnglishDifferentiated resources sometimes available at:
–Teachit www.teachit.co.uk/–TES http://www.tes.co.uk/teaching-resources/
•Plan for writing task with clear structure•Scaffolding writing task – writing the first sentence is always difficult•Group or pair work
EnglishUse of dictionary:• Oxford Student’s Dictionary (ISBN-13:978 0 19 431746 7) • Oxford Student’s Dictionary - book +CD ROM• (ISBN-13:978 0 19 431747 4) • Oxford Wordpower Dictionary for learners of English (ISBN-0 19 4315169)• Oxford Wordpower Polish-English (ISBN-13:978 0 19 431697 2)• Oxford River Books – English-Thai Dictionary (ISBN 0 19 956291 6)• Oxford Russian Dictionary (hardcover) (ISBN-13:978 0 19 8614203)• • Oxford Picture Dictionary English-Spanish Edition (ISBN 978-0194740098)• Oxford Picture Dictionary English-Chinese Edition (ISBN 978-0194740128)• Oxford Picture Dictionary English-Thai Edition (ISBN 0 19 474018 0)• • DK French English Visual Bilingual Dictionary (ISBN - 9781 4053 11205)• DK Chinese/English Visual bilingual Dictionary (ISBN – 978-140532916 3)• DK Spanish/English Visual bilingual Dictionary (ISBN – 978-140531106 9)• DK Polish/English Visual bilingual Dictionary (ISBN – 978 1 4053 3106 7)
MathsInform teacher of different Maths notation around the world!
Addition +Subtraction –Multiplication x . * or ab (meaning a x b)Division ÷ : /Decimal point , or . or · or even just a space
MathsNumeral systems used in Arabic
mathematical notation
http://en.wikipedia.org/wiki/Modern_Arabic_mathematical_notation
MathsMake teachers aware of:• The use of calculator• Different methods for subtracting
and dividing
Physics
Acceleration Equation Where:a is the acceleration in m/s²
u is the initial (starting) velocity in m/sv is the final velocity in m/st is the time it takes for the velocity to change from u to v in s
v - u
a t
PhysicsAcceleration EquationPossible difficulties:Understand what the lines mean in
the triangleVocabularyLack of previous knowledgeHow to say m/s²
Physics
Calculate Initial Velocityv – u = at
Possible difficulties:• Know that the two letters together
mean multiplication• Know the mathematical method to
solve the problem
Strategies for Science and Practical Classes
• Print out from the board• Collaboration with the teacher• Use a dictionary or tablet for translation of key
words• Have the revision book for the subject• Use the BBC Bitesize website• Past papers with marking instructions• Scholar• Structured Study• Homework and lunch clubs
Obrigada!• Any questions?