The Stand Out The Stand Out Approach Approach

to Multilevel Instructionto Multilevel Instruction

Rob JenkinsRob Jenkins

AuthorAuthor

The Heinle Picture Dictionary The Heinle Picture Dictionary Lesson PlannerLesson Planner

Upon entering, discuss with neighbors what you consider benefits to multilevel instruction.

What do you know What do you know aboutabout

Lesson Planning?Lesson Planning?3.3. List the six stages of a lesson plan in List the six stages of a lesson plan in

order.order.

4.4. What is the difference between What is the difference between PracticePractice and and Application?Application?

5.5. Is it pedagogically better to do the same Is it pedagogically better to do the same types of activities over and over or to do types of activities over and over or to do a variety of activities and why?a variety of activities and why?

6.6. What does the What does the “C”“C” in in SCISCI (Student- ____ (Student- ____ Instruction) stand for? Give a few Instruction) stand for? Give a few examples of SCI.examples of SCI.

7.7. How can you foster community in the How can you foster community in the classroom and how important is it?classroom and how important is it?

The Stand Out The Stand Out ApproachApproach

Give students Give students

challenging opportunitieschallenging opportunities

to be to be

successfulsuccessful

in their language-learning in their language-learning experience so they develop experience so they develop

confidence and become confidence and become independent, lifelong learners.independent, lifelong learners.

Challenging Challenging OpportunitiesOpportunities

Teach students to:Teach students to:

think criticallythink critically

work cooperativelywork cooperatively

transfer language and thinking transfer language and thinking

skills to any taskskills to any task

Ensure SuccessEnsure Success

Warm-up, IntroductionWarm-up, Introduction:: Establish Establish a a contextcontext and and purposepurpose

Presentation: Presentation: Provide students with Provide students with the building blocksthe building blocks and and skillsskills they need they need

Practice: Practice: Provide Provide meaningful tasksmeaningful tasks

Evaluation: Evaluation: Ensure that students are Ensure that students are successfulsuccessful

Application: Application: Allow students to use Allow students to use the language in the language in creativecreative and personal and personal waysways

The Multilevel The Multilevel ClassroomClassroom

Warm-up and IntroductionWarm-up and Introduction

Presentation Presentation 1,2,31,2,3

Likeability Practice Likeability Practice 1,2,31,2,3 (& (& Evaluation)Evaluation)

Cross-ability Practice Cross-ability Practice (& (& Evaluation)Evaluation)

Application Application 1,2,31,2,3

WIPPEAWIPPEA

Warm-up & Warm-up & IntroductionIntroduction

Establish ContextEstablish ContextPresent context to all groups togetherPresent context to all groups together

Use visuals Use visuals Address all students equally no matter Address all students equally no matter

the levelthe level Be aware of word choiceBe aware of word choice Elicit responses from all students Elicit responses from all students

(different questions for different levels)(different questions for different levels) Avoid translating or using language other Avoid translating or using language other

than English.than English. Provide unique objective for each level in Provide unique objective for each level in

the same context.the same context.

Warm-up & Warm-up & IntroductionIntroduction

Establish ContextEstablish ContextRealiaRealia

Charts and Charts and GraphsGraphs

Acting out Acting out ideasideas

TextbooksTextbooks

InternetInternet(weather.yahoo.com)

HousesApartmentsCondominiumsMobile Homes

Charts or GraphsCharts or Graphs

Textbooks and Textbooks and DictionariesDictionaries

Presentation & Presentation & Likeability PracticeLikeability Practice

Give simple presentation instructions to each group in fGive simple presentation instructions to each group in front of the whole class starting with the highest grront of the whole class starting with the highest group. Then do a more complete presentation with oup. Then do a more complete presentation with the lowest group. the lowest group.

Create worksheets or handouts for each level, Create worksheets or handouts for each level, oror Find materials from different level materials, Find materials from different level materials, oror Use Activity Bank CD-ROM, Examview, Grammar ChUse Activity Bank CD-ROM, Examview, Grammar Ch

allenge, allenge, oror Set higher levels in cooperative-learning groupsSet higher levels in cooperative-learning groups

1.1. After presenting and giving work to the higher levelAfter presenting and giving work to the higher levels, present in more detail to the lowest level.s, present in more detail to the lowest level.

2.2. Give the lowest level practice and then observe anGive the lowest level practice and then observe and help the other groups. d help the other groups.

Presentation & Cross-Presentation & Cross-ability Practiceability Practice

Ask students to work in groups and pairs Ask students to work in groups and pairs of different levels. Seek after activities of different levels. Seek after activities that provide practice for every student.that provide practice for every student.

Tutoring Tutoring

Cooperative learning tasks where Cooperative learning tasks where students of different levels work students of different levels work together with multiple tasks and each together with multiple tasks and each students’ task is specific to his/her students’ task is specific to his/her level.level.

1.1. Team ProjectsTeam Projects2.2. Role-PlaysRole-Plays3.3. Info Gap ActivitiesInfo Gap Activities4.4. TasksTasks

ApplicationApplication

Level A:Level A:

Level B:Level B:

Level C:Level C:

Class PresentationClass Presentation

Different Application activities for each level, but everyone knows what the others are doing.

Classroom ManagementClassroom Management

Meeting the needs of everyone:Meeting the needs of everyone:

Colored folders/Portfolios per levelColored folders/Portfolios per level Goal Charts (monitoring student Goal Charts (monitoring student

success)success) Spelling TestsSpelling Tests DictationDictation BreaksBreaks Time ManagementTime Management Classroom ResponsibilitiesClassroom Responsibilities Team ProjectsTeam Projects Grouping (line, corners, numbered Grouping (line, corners, numbered

heads, folders, etc.) heads, folders, etc.)

DemonstrationDemonstration

1.1. What are the objectives?What are the objectives?

2.2. What are the likeability activitiesWhat are the likeability activities

3.3. What is the cross-ability activityWhat is the cross-ability activity

4.4. Was there an evaluation of the Was there an evaluation of the practice?practice?

5.5. What were the application activitiesWhat were the application activities

6.6. What did you like about the What did you like about the demonstration?demonstration?

7.7. What could be another way to do any What could be another way to do any of it?of it?

AssignmentAssignment

Write your own lesson plans and be Write your own lesson plans and be prepared to demonstrate one of them briefly prepared to demonstrate one of them briefly for the group. Complete the for the group. Complete the Lesson Plan Lesson Plan Format SheetFormat Sheet..

QUESTIONS?QUESTIONS?

Rob JenkinsRob JenkinsJenkins_rob@sac.eduJenkins_rob@sac.edu

Staci JohnsonStaci JohnsonJohnson_staci@sac.eduJohnson_staci@sac.edu

For presentations and handouts:For presentations and handouts:www.stacijohnson.netwww.stacijohnson.net