teaching in immersion programs: what do teachers need to know and be able to do? myriam met...
TRANSCRIPT
Teaching in Immersion Programs: What do teachers need to know
and be able to do?
Myriam [email protected]
Core Strategies
Input
Checks for Comprehension
Output/Interaction
Engagement
Comprehensible Input
1. Visual cuesMatching sound with
meaning (visuals, modeling)Body language/gesturesHands-on experiencesManipulatives
Comprehensible Input
2. ContextStories Advance Organizers Background knowledge
Stories as Input
Making Input Comprehensible
3. LanguageCaregiver speechRepetition and
predictabilityRoutines Chants, songs, and
fingerplaysParaphrase, Definition,
Explanation
Multiple encounters with new language in meaningful
contexts
What does “multiple encounters with new language in meaningful contexts” mean?
Why are multiple encounters important?
What do you do in your classroom to ensure that students have “multiple encounters with new language in meaningful contexts”?
Check for Comprehension
Limited Response
Visual and non-verbal feedback
Yes/no (true/false; thumbs up/thumbs down; physical response)
Act out
Make my sentence true; do as I sayEither/orFill in the blank
Output/Interaction
Importance of pair and group work (vs. interaction with the teacher)
'testing the waters'
Engaging in verbal interaction vs. Non-verbal play or work
Getting more input through interaction
In your classroom …
Who gets the most output practice? Who gets the least?
How many oral output opportunities does the average student get in your class?
In your classroom …
What strategies do you use to give students oral output opportunities?
For grades 2-3: How do you plan differently for student output to lead to longer, sustained oral production?
ENGAGEMENT
“You can’t drill anything into a sponge. You have to make the sponge soak up the information.”
ENGAGEMENT
I do
We do
You Do
ENGAGEMENT
Some strategies:
Student to Student Interactions
Students tell partner before the teacher
White boards, reply cards
Physical actions
In every lesson, I …
Am understandable and only speak the target language
Check for comprehension
Provide multiple encounters in meaningful contexts for new language
Ensure student output/interaction
In every lesson, I
Think about student engagement (what will THEY be doing?)
Gradually move students to independence
Consider the pacing of the lesson (how long activities last)
Consider sequencing (in what order …)
Assess learning