whole school eal training: graphic organizers and collaborative learning (oct 2014)
DESCRIPTION
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.TRANSCRIPT
English as an Additional Language in the Mainstream:
Teaching ApproachesKamil Trzebiatowski
22 October 2014
Who are English as an Additional Language Learners?
Learning in another language
Learn through another language
Come from backgrounds and communities =
different understandings and expectations of
education
Adapted from NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers
Factors influencing language development of EAL students
Age when they enter the educational system
Their previous experience of school (or lack thereof)
Their literacy in their L1 (first language)
Their knowledge and understanding of language and school curriculum
Home expectations and understanding of the education
system
Support for learning and language at school and community
Adapted from NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers
The task ahead of EAL learners
Adapted from BASS (2006) Distinguishing the difference – SEN or EAL?
EAL Learners have to:• Learn English• Learn content through the curriculum• Socialise with other children in the yet-
unlearnt language• Learn culturally-embedded social
practices of the classroom
Catching up is essentially EAL children’s problem – curriculum
doesn’t wait.EAL children have a moving target.
Adapted from NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers
If a child is 3 years behind (linguistically), every year they need to make 1 ½ years of progress (for 6 years) to catch up with native speakers.
EAL Pedagogy
Strategies: Support English language development
In context
Classroom context
Level of English
Prior knowledge
Age
Socio-economic backgroundCultural background
L1 literacy
Attitude to learning
Adapted from NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers
Cummins’s Framework Quadrant
B
DA
C
Cognitively demanding workActivities requiring deep thinking
Cognitively undemanding workActivities that can be completed without much thought
ConcreteContext embedded
AbstractContext reduced (pupils have little knowledge and can’t relate to it)
For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided! Ad
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Cummins: Thinking Skills
BDAC
Cognitively demanding
Cognitively undemanding
Context embedded Context
reduced
GeneralisesCompares and contrastsSummarisesPlansClassifies by known criteriaTransforms and personalises Recalls and reviews information Seeks solutions to problems
Parrots: repeats utterances of adult or peers
Copies: reproduces information from board or texts
Reading to find specificinformation:• Identifies, names, matches, retellsTransfers information from onemedium to another:• Applies known procedures• Describes observations• Sequences• Narrates with sense ofbeginning, middle, and end
Argues a case using evidence Identifies criteria persuasivelyDevelops and sustains ideasJustifies opinion or judgmentEvaluates criticallyInterprets evidence & makes deductionsForms hypotheses, asks further questions for investigation, predicts resultsApplies principles to new situationAnalyses, suggests solution and tests
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Vygotsky: Zone of Proximal Development (ZPD)
“It is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”“Actual development level” =
mental development level retrospectively“Zone of proximal development” = mental development prospectively
Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes
Good
pra
ctice fo
r pup
ils learn
ing
EA
L
• Questioning• KWL charts• Brainstorming• Discovery tasks
Activate prior knowledge
• Key visuals (aka graphic organizers)Provide rich contextual background
• Peer tutoring• Collaborative learning• Drama / role play• Scaffolding (scaffolded writing)
Encourage comprehensible
output
• E.g. expressing doubt (may/might)• E.g. ways of talking about the past (I did vs. I was doing)
• E.g. language to express politeness when making requests
Key grammar points made explicit
• Scanning texts• Looking at subheadings prior to reading• Dictagloss• Using diagrams to show knowledge
Develop learner independence
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Delivering the content to EAL learners
Scaffolding (writing frames,
oral frameworks)
Realia, video, artefacts, charts
Key visuals / graphic
organizers
Modelling of the use of key language features
DemonstrationsQuestioning,
repetition and remodelling
Different forms of questioning: closed, open,
concrete, abstract
Collaborative learning
Mohan: Knowledge Structures, Graphic Organizers and Associated LanguageCLASSIFICATI
ONPRINCIPLES EVALUATION
DESCRIPTION
SEQUENCE CHOICE
To describe something you need to be able to classify,
a description of triangles in Maths requires understanding the types of triangles
A description of games in PE requires understanding types games, strategies and equipment
We create order informed by our understanding of principles behind the order. We create sequences because we know what we’re trying to achieve:
Instructions for lab reports (Science)
Mathematical solutions (Maths)
Baking (Food Technology)
In order to make a choice, one has to be able to evaluate available options. We have to understand how these options are justified.
In a salt-and-sand mixture (Science) we do not pick salt with tweezers; we use understanding of solubility to wash the salt out. A
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Classification
Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]
Principles
Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]
Evaluation
Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]
Description
Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]
Sequence
Choice
Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]
There are three kinds of dogs that I like best. I like Pugs because they are companion dogs and have cute faces. Boston Terriers are on my list because they are intelligent and not too big. I also like Golden Labrador Retrievers because they are faithful, loving, and fun to play with.
There are three types of triangles: equilateral, isosceles and scalene. Equilateral triangles are made up of three equal sides and three equal angles. Isosceles triangles are made up of two equal sides and two equal angles. Scalene triangles are made up of unequal sides and unequal angles. Scalene triangles look the most unsymmetrical.
Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]
Writing/speaking frames Sentence starters:
‘I learnt that …’ ‘One thing I discovered was …’, ‘I found out that …’
Sentence frames:
One similarity between _____ and ____ is that …’, ‘A key distinction between ________ and _________ is that __________
Writing frames
can be used for pieces of extended writing, in which case learners can be given the first few words of each paragraph.
To start with…Then…Next…After that…Finally…
Concluding the letterTo sum up / To conclude, I would like…An acceptable solution / compromise would / might / could be…
Your reasonsThe main reason is… because…Also…Moreover / additionally…Finally…
Your viewI think that / My view is…
Writing/speaking frames Guided small group activity:
Teacher or TA explains the task, then models new vocabulary
Repetition and guided questioning
Can be used as a speaking frame
Pair work / talk partners:
EAL learners are paired with a good linguistic role model for a purposeful speaking activity (e.g. making predictions in science)
A speaking frame and is modelled. This ensures that talk is focused and accurate.
Display writing or speaking frames:
Mats, posters, on the whiteboard
Always orally rehearse the frames first
Sentence frames:
Model a sentence frame on the whiteboard or on a wall
may be used as a starter or plenary.
Sentence sequencing:
EAL learners make a writing frame with a teacher or TA
Learners decide how to order phrases to create their scaffold, e.g. First, we put…, Then we add… A
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Substitution tables
S.Cooke’s resource (2010) What can you grow? Available at:http://www.collaborativelearning.org/whatcanyougrow.pdf
Because of this…Therefore…That’s why…Hence…Thus…
Introduction: collaborative learning (1)
Why collaborative learning?
more language
interact more with other
speakers
language used meaningfully for a purpose
different ways of expressing ideas (questions, information exchange – words are repeated)
genuinely seeking new information
easier to work with peers
if L1 is shared, students’ whole
language repertoire is used for learning
Introduction: Collaborative learning
A socially and linguistically inclusive situation where EAL learners can engage in cognitively demanding activities
Different from “group work” as it is based on ‘thinking aloud’ and requires the interaction of all involved to produce a specific output.
Difficulties for EAL Learners
Completely ignored by their peers due to their language levels (if beginners)
Feeling left out as their English academic language is not fully developed
Unable to fully participate when group activities are un-scaffolded (advanced EAL learners)
Withdrawing from group activities as unable to contribute – can lead to disenchantment and anger
Pre-teach vocabulary
Use gestures
Use pictures / images
Use graphic organizers
Label drawings and pictures
Model speaking/listening exchanges
Provide sentence starters (speaking frames)
Pick one student to show to the class how the activity should be done
Do a “pretend” conversation of your own
Use your voice emphasis to “underline” any areas you want to draw your students’ attention to
S.Cooke’s resource (2010) What can you grow? Available at:http://www.collaborativelearning.org/whatcanyougrow.pdf
http://www.collaborativelearning.org/
S.Scott’s resource (2010) Macbeth’s Characters. Available at:http://www.collaborativelearning.org/macbethconnect.pdf
DictoglossRead the text once through at normal speed. Learners listen but don’t write anything.
Read the text again at normal speed, but this time pause after each sentence to give time for learners to make brief notes
Learners sit in small groups and compare their notes. Working together, they try to reconstruct the story
One person from each group shows their version (or reads it out).
DARTs Directed Activities Related to Texts
DARTs are:
• Gap fill exercises
• Sentence halves
• Jumbled sentences and paragraphs
Using modified texts Using unmodified texts
Gap-filling - missing words, phrases or sentences
Underline or highlight particular sections of text (descriptive language, nouns, connectives, topic sentences, etc.).
Sequencing - words, sentences or short paragraphs
Break the text into chunks and devise a heading for each chunk.
Grouping segments of text according to categories
Use the information in the text to draw a table, diagram, flow chart, etc.
Completing a table, grid, flow chart, etc.
Devise questions about the texts – pairs can devise questions for each other
Labelling a diagram
Predicting - writing the next step or an end to the text
DARTs - To help learners to see how a text is structured:
Cut up a text for learners to sequence correctly.
Blank out words (e.g. nouns, verbs, every tenth word, etc.) for learners to decide what to put in (also known as cloze procedure).
Ask learners to think of a subheading for each paragraph to show they have understood its meaning.
Write labels or annotations for a diagram.
Change the text into a picture or flow chart.
DARTs - To help learners choose and analyse information
Highlight key words in a text.
Use different colours to highlight different characters’ views; or speech and action ready for converting into a play script.
Recast information using graphic organisers, for example: tables, Venn diagrams, hierarchy pyramids, life cycles, tree diagrams.
Transform text into other formats, e.g. letter, instructions, diary, article, advert, web page, storyboard