teaching mixed ability classes
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Teaching mixed ability classes. STARTALK, 2013 NHLRC, UCLA. Review: The United States of Mexico. Centers Agendas Templates Visual checks for understanding Exit cards. Mixed classes. For more specific information see posted guide . The big idea. Same principles: - PowerPoint PPT PresentationTRANSCRIPT
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Teaching mixed ability classes
STARTALK, 2013NHLRC, UCLA
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Review: The United States of Mexico
• Centers• Agendas• Templates• Visual checks for understanding• Exit cards
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Mixed classes
• For more specific information see posted guide
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The big idea• Same principles:
think in terms of general needs and strengths;attend to individual needs;
• In addition…think of seating arrangements at fancy dinner
parties
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Paired interactions between HL and L2 (Bowles, 2011, 2012)
• HL and L2 learners were matched for proficiency and worked together on a task.
• In the first study learners benefited more from the activity than HL learners.
• In the second study, both types of learners benefited equally from the activity.
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What made the difference?
• Material + taskHL learners are better at tasks that tap into
intuitive use of language, L2 learners, on the other hand, do better at tasks that require meta-linguistic knowledge;
HL learners are more familiar with home vocabulary; L2 learners, on the other hand, are more familiar with academic vocabulary
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Take home lesson about HL + L2 pairings
• Take advantage of complimentary strengths of HL and L2 learners
• Match HL-L2 learners for proficiency• Mix tasks that require intuitive knowledge
(hard for L2Ls), and tasks that require meta-linguistic knowledge (hard for HLLs;
• Hold both students accountable for contributing to the task (assign the harder task to each type of learner)
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• Handout p. 15
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Cloze activity: HL-L2 learner groupingsThat's the way he _____ (to do) it. And the story goes she never _______ (to forgive) him. She __________ (to look) out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she _________ (to make) the best with what she__________ (to get) or was she sorry because she couldn't be all the things she _______ (to want) to be.
Say it Write it
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Cloze activity: HL-L2 learner groupingsDice la historia que ella jamás lo _________(perdonar). Toda su vida _______ (mirar) por la ventana hacia afuera, del mismo modo en que muchas mujeres apoyan su tristeza en su codo. Yo me pregunto si ella ________ (hacer) lo mejor que ________ (poder) con lo que le ________ (tocar), o si __________ (estar) arrepentida porque no _________ (ser) todas las cosas que __________ (querer) ser. Esperanza. _________ (heredar) su nombre, pero no quiero heredar su lugar junto a la ventana.
Say it Write it
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“Mi nombre” in mixed classes(HL + L2 learners)
• Cloze activity• Real time dictation• Long distance dictation
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For outliers
• The contract: A negotiated agreement
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What about differentiating content?
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Review
• Content • Process (how you gain mastery of the material)• Product (how you demonstrate mastery of the
material)• PacingAccording to students’• Readiness, strengths/weaknesses• Interests, affective needs, goals• Learning profile
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To differentiate content(Wiggings and McTighe, 2001)
Worth being familiar with
Enduringunderstanding
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Enduring understanding
• The large ideas or principles in an instructional unit that should be remembered after the details have been forgotten;
• Information that is at the heart of the discipline and offers potential for engaging students;
• Can transfer to other fields as well as adult life;• “Unpack” areas of the curriculum where students
may struggle to gain understanding or demonstrate misunderstandings and misconceptions.
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Sample questions that relate to Enduring Understandings for HLLS
• What are my needs vis-à-vis my HC and HL?• What do I need to do with my HL and how can
I achieve my goals?• How do I become an autonomous life-long
learner?• How have other individuals such as myself
resolved the challenges of straddling two worlds?
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Enduring Understandings for mixed classes
• What are my needs vis-à-vis my HC and HL?
• What do I need to do with my HL and how can I achieve my goals?
• How do I become an autonomous life-long learner?
• How have other individuals such as myself resolved the challenges of straddling two worlds?
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Enduring Understandings: The big idea
The content can vary between HLLs and L2s. You can also vary the process (how you gain mastery of the material), pacing and product.
Worth knowing
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Important to know and do(Wiggings and McTighe, 2001)
Worth being familiar with
Enduringunderstanding
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Important to know and do
• Concepts, facts, and skills without which learning would be incomplete;
• Specific prerequisite knowledge (facts, concepts, and principles) and skills (processes, strategies, and methods) needed for student success;
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Important to know and do
• Concepts, facts, and skills without which learning would be incomplete;
• Specific prerequisite knowledge (facts, concepts, and principles) and skills (processes, strategies, and methods) needed for student success;
• Knowledge and skills needed to succeed at the next level of instruction;
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Examples of important skills
• Content knowledge (culture and grammar);• Vocabulary and vocabulary learning strategies;• Principles of orthography;• Principles of word formation;• Conjugation of verb forms;• Reading strategies;• Writing strategies;
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Important to know and do
Fixed content
Differentiate process and pace of acquisition.
Worth knowing
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Worth knowing
• Information that students should be exposed to during the course of instruction, though they may not need to retain or demonstrate mastery of.
• With available time this information is worth just being familiar with or possibly can be eliminated when we are confronted with time constraints.
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Worth knowing
Differentiate content, process and product;
Give students a choice about what they want to learn – e.g. professional vocabulary, country-specific information, etc.
Worth knowing
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QUESTIONS?
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SUMMARY