th ch 5 mdl school part a
TRANSCRIPT
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Integrating Language Study in the Middle School
Curriculum
Teacher’s HandbookChapter 5Dr. Valerio
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Subjects Covered
Definition of middle school The middle level learner Middle level programs
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Subjects Covered
Sequential vs. exploratory language programs
Classroom management Cultures and Comparisons
standardsPowerPoint Part A ends with Culture
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Subjects Covered
The three Ps: practices, products, perspectives
Kluckhohn Method Cross-Cultural Adaptability
Inventory
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Subjects Covered
Cultural simulators Sample thematic units Assessment of middle school
performance
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Concepts
Emphasis on teaching language at middle school level relates to two factors:
1. Change in approach to teaching 11- to 14-year-old learners (more student centered)
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Concepts
Emphasis on teaching language at middle school level relates to two factors:
2. Attempt to begin language learning experiences earlier in formal education
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Concepts
DefinitionsPurpose: Developmentally
responsive to needs of young adolescents
Uniqueness: Separate autonomous unit, separate from elementary school and high school
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Concepts
DefinitionsOrganization: Includes grade levels
with the largest number of students who are becoming adolescents
Curriculum and Instruction: Connect to everyday lives of students and actively involves them in learning
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Concepts
Research-Based Presumptions1. interdisciplinary teaming (two to
five team members in two, three, or four subject areas whose schedules allow them to plan and collaborate on interdisciplinary lessons)
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Concepts
Research-Based Presumptions2. advisory programs that consist of
a small group of students (usually 20 or fewer) assigned to a teacher, administrator, or other staff member for a regularly scheduled meeting to discuss topics of concern to students
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Concepts
Research-Based Presumptions3. varied instruction integrating learning
experiences, addressing students’ own questions, focusing upon real-life issues relevant to the student; actively engaging students in problem solving and accommodating individual differences; emphasizing collaboration
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Concepts
Research-Based Presumptions4. programs that capitalize on the
innate curiosity of young adolescents, exposing them to a range of academic, vocational, and recreational subjects for career options, community service, enrichment, and enjoyment
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Concepts
Research-Based Presumptions5. transition programs that focus on
creating a smooth change of schools for the young adolescent
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Key concept
“Good middle level education allows students to experience old things
in new ways and entirely new fields of learning in varied ways.”
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The Middle Level Learner
Social AspectsDifferent from elementary and high
school learners due to many physical, cognitive, and emotional changes that occur over a relatively short period of time.
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Rapid physical changes
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Alternating periods of high energy and listlessness…
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Students may need to squirm and move around or vent energy through physical exercise…
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Aware of physiological changes and become preoccupied with self-image
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Students may be sensitive to topics that focus on personal appearance or daily routines dealing reflexively
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Students are “romantic learners” who enjoy knowing, and bring a great deal of curiosity to classroom
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Students like to explore challenges beyond everyday experience such as nobility, courage, genius…
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Views issues as right or wrong
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Strong sense of justice
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Will work conscientiously for worthy cause
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Able to memorize lots of details
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
In order to learn a language, students need to see a connection between the language and their real lives and interests
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
May be less accepting of social differences unless they can discover how others think and feel
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The Middle Level Learner
Social AspectsGreatest differences between
students occur during this period
Be sure to read the details provided on pp. 128-129
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The Middle Level Learner
Cognitive AspectsBrain research indicatesThe brain changes its structure
in response to external experiences
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The Middle Level Learner
Cognitive AspectsBrain research indicatesThe brain always searches for
meaning
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The Middle Level Learner
Cognitive AspectsBrain research indicatesThe brain always searches for
meaning by looking for patterns in the information it receives
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The Middle Level Learner
Cognitive AspectsBrain research indicatesEmotions drive attention to
meaning and remembering…
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The Middle Level Learner
Cognitive AspectsBrain research indicatesAdolescents experience
progressively slower brain growth, which may impact cognitive skills and complex thinking processes
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The Middle Level Learner
Cognitive AspectsBrain research indicatesAdolescent learners
demonstrate a wide diversity of skills and abilities
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Language Instruction in the Middle School
Standards advocate language learning at lower age levels
NCLB (No Child Left Behind) negatively impacted foreign language in the middle school due to time required to focus on academic subjects in order to maintain compliance
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Language Instruction in the Middle School
Middle schools are organized around thematic units within an interdisciplinary team of teachers
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Middle School Language Program Design
Exploratory vs. SequentialThere is a big difference in the
philosophies toward the proper approach for language at the middle school level due to the unique features of these learners
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programs
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsLanguage readiness courses that introduce how language works (vocab roots, grammar, syntax, etc)
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsMultiple minicourses in language or potpourri courses that expose students to several languages that
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programs…focus on cultural awareness and limited survival skills
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsInterdisciplinary courses that focus on topics from the perspective of more than one content area like
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsforeign language plus geography, social studies, history, and/or literature
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsenabling students to explore ideas from a new point of view
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsAuxiliary or noncurricular language programs that take place outside of school day including before-
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsand after-school programs, summer camps, immersion week-ends, summer day programs…
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsProponents argue that exploratory programs are “learner friendly”
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsand provide beneficial connections to other disciplines, cultures, learning strategies, career paths…
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programs
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsSequential proponents maintain that the goals of exploratory program can be better achieved
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsthrough sequential language programs, which are more likely to enable functional language skills
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Middle School Language Program Design
Exploratory vs. SequentialForeign language exploratory or
foreign language experience (FLEX) programsin a cultural context rather than talking in English “about” language and culture
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Key concept“The longest possible sequence of
language learning should be provided, beginning with exploratory programs in the elementary school, followed by middle school courses in a single language with multiple entry points for new and transfer students.
Opportunities to study additional languages should also be provided in late middle school and high school.”
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Integrating Cultures and Comparisons
Middle school learners have more positive feelings toward people unlike themselves when they know more about them
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Integrating Cultures and Comparisons
These learners are at an ideal level for exploring target cultures and comparing the target culture with their own culture
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Integrating Cultures and Comparisons
Of course, these standards areas should be an integral part of language study at other levels, but the middle school is an especially good time
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Cultures goal area
Emphasize acceptance of diversity Develop sensitivity to differences
in others—both within and without the classroom Students begin to realize it is okay for
them to be different, which supports their own self-esteem
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Cultures goal area
Practices—patterns of behavior accepted by society (knowledge of what to do, when, and where)
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Cultures goal area
Products—things created by members of the culture, both tangible (art, books, foods) and intangible (ideas, music interpretation, games)
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Cultures goal area
Perspectives—traditional ideas, attitudes, meanings, and values of member of that society
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Cultures goal area
Refer to the figures on page 135 The culture paradigm lends itself
to a constructivist approach to learning about culture
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Cultures goal area
Constructivist approach emphasizes1. constructive process to understand
the three Ps and their inter-relationships; and
2. connections and associations between new and existing knowledge
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Cultures goal area
Appendix 5.2 online discusses ways to design the culture portfolio
http://admin.wadsworth.com/resource_uploads/static_resources/1413004628/5280/app5_2.pdf
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Next session
We will begin discussing the Comparisons goal area.
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For now
Look at your 10-day unit Decide how you could adapt those
lessons to fit middle school learners based on what we have covered so far
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For now
Write a paragraph beneath each detailed lesson plan in the adaptations section
“Adaptations for middle school learners:” and write how you could adapt each lesson based on these principles
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Next session
We will discuss comparisons and finish chapter 5
Then you’ll go back in and state additional adaptations or revise your first entry to blend in the comparisons and assessments we will cover through the remainder of this chapter.
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View and discuss
LINK to video: http://www.learner.org/resources/series185.html
Select #12 What functional goals does Ms.
Granville have for her students? What does she want them to be able to do with French? How does she involve backward design in her lesson planning?
How does the teacher involve her students in authentic oral history?
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View and discuss
LINK to video: http://www.learner.org/resources/series185.html
Select #11 How do these sixth graders acquire
vocabulary in this lesson? What is the role of TPR in facilitating
vocabulary acquisition? How are students involved in hands-on
learning? How are language and culture integrated?