Changes in Pedagogy
For English Learners
2016- 2017
Session Objectives
• Investigate ways to transform
classroom instruction by providing
language support and language
opportunities for all students, but
critical for English Language Learners.
• Create a plan of action for campus
implementation - next steps in the
process to improve outcomes for ELs.
Agenda
• Then and Now
• PBMAS and TEA
• Sociocultural Theory of Learning
• Seven Steps
• Shifts in Pedagogy
• Next Steps
Then and Now…
• Think /Write /Pair/Share
• Think about your high school days…
• What has changed since then? hairstyles, cars, clothing styles,
music tastes?
• Write down one memorable change on a sticky note.
• Share your “memory” with your elbow partner.
• Share with your table.
• Share a memory from the group using this sentence stem:
• We used to ____________, but now we______________.
Shifts in Pedagogy
http://www.libertyskids.com/nowthen/index.html
PBMAS
ELs in FWISD
• Bilingual Students in DLE
• Grades PK-5
• Students at WLI
• Students in ESL
• ES, MS, HS
• Newcomers
• Long-Term ELs
• Denials
• Former ELs (YAE and others)
TEA Visit - Spring 2016
• TEA came in 2008, 2013, 2016…
• Our Targeted Improvement Plan (TIP)
included a fast-turn around plan for
English Learners (ELs.)
• These Seven Steps are the first step in
improving instruction for English
Learners.
CHANGE
Window Pane
1.
2.
3.
4.
5.
6.
7.
Sociocultural Theory of Learning
• Based on the work of Lev Vygotsky
• Zones of Proximal Development (ZPD)
• In essence – the difference between
what one can do without help and
what one can do with support from
others
• Expanded on by the work of Walqui,
Van Lier and others
What students can do with assistance today, they
will be able to do on their own in the future.
EL Pedagogy – Then and Now
From
To
Seeing language acquisition as an
individual process
Understanding it as a social process of
apprenticeship
Conceptualizing language in terms of
structures or functions
Understanding language as action
Seeing language acquisition as linear,
progressive process aimed at fluency,
accuracy and complexity
Understanding that acquisition occurs in
non-linear and complex ways
Emphasizing discrete structural features
of language
Showing how language is purposeful
and patterned
Activities that pre-teach content
Activities that scaffold students’
development and autonomy as learners
Using simple or simplified texts
Using more complex, amplified texts
Improving Instruction for ELs
How do we get from here
From PBMAS Staging
there?
student success?
We will start with Seven Steps to get to the
rigorous, scaffolded instruction with high
expectations for improved outcomes for our
students.
Seven Steps to a Language-Rich
Interactive Classroom
1. Teach students what to say when they don’t know what to
say.
2. Have students speak in complete sentences.
3. Randomize and rotate when calling on students.
4. Use total response signals.
5. Use visuals and vocabulary strategies that support your
objectives.
6. Have students participate in structured conversations.
7. Have students participate in structured reading and writing
activities.
Step One
Teach students what to say
when they don’t know what
to say.
This creates an expectation of accountable conversation.
IDK
Step One
www.dreamstime.com
Frustrated teachers, frustrated students…
• Better to empower rather than encourage passivity.
• If every students is expected to participate, we must provide
opportunities for support.
• Linguistic accommodations are a part of instruction and
accommodation – this helps prepare the learner for asking for
clarification and/or assistance.
Step Two
Please speak in
complete sentences.
Participation in activity progresses from
apprenticeship to appropriation, or from
the social to the individual plane.
Step Three
Randomize and rotate
when calling on
students.
FAQ Responses
A possible solution to this question
would be to___________________.
Participation in activity is central in the
development of knowledge.
Step Four
Use total response
signals.
Table Talk – Chart page 31
• Please stand at your table
• Number off 1-2-3-4
• Review Categories:
Written response – 1
Ready response – 2
Making Choices – 3
Ranking – 4
• Share at table
• Please have a seat when table has finished
task.
TIPS
• Reading Break!
• Look at the TIPS in Appendix 3 (Principles for a
Language-Rich Interactive Classroom)
• Please hold up GREEN CARD when you are ready to
respond to this question:
What else can I do to support struggling learners?
Step Five
Use visuals and
vocabulary strategies
that support your
objectives.
ELPS Quadrant
Content Objective
Language Objective
Vocabulary
Sentence Stems
ELPS Quadrant
Content Objective
3.2 Number and operations. The
student applies mathematical
process standards to represent
and compare whole numbers and
understand relationships related
to place value.
Vocabulary
represent
compare
whole numbers
place value
Language Objective
3D – Speak using grade level
vocabulary in context
Sentence Stems
When I compare whole numbers, I
_____.
I use the symbol ____ to represent
____.
Step Six
Have students
participate in
structured
conversations.
www.dreamstime.com
QSSSA (Q -Triple S - A)
•Question
•Signal
•Stem
•Share
•Assess
Learning can be observed as changes in
participation over time.
Step Seven
Have students
participate in structured
reading and writing
activities.
Structured Reading
•Cornell Notes
•Idea Bookmark
Structured Writing - RAFT
•Role - Blue
•Audience - Hot Pink
•Format - Yellow
•Topic - Purple
Why Seven Steps?
• Change is difficult for most of us.
• A simple plan of action is doable.
• These steps are already part of the FWISD
repertoire.
• These seven steps are also easily monitored.
• If implemented well, student language practice
opportunities will increase.
• These Seven Steps are the foundation to the
deeper teaching and learning pedagogy we hope
to implement in the district in the years to come.
EL Pedagogy – Then and Now
From
To
Seeing language
acquisition as an
individual process
Understanding it as
a social process of
apprenticeship
EL Pedagogy – Then and Now
From
To
Conceptualizing
Understanding
language in terms of language as action
structures or functions
EL Pedagogy – Then and Now
From
To
Seeing language
acquisition as linear,
progressive process
aimed at fluency,
accuracy and
complexity
Understanding that
acquisition occurs in
non-linear and
complex ways
EL Pedagogy – Then and Now
From
To
Emphasizing
discrete structural
features of
language
Showing how
language is
purposeful and
patterned
EL Pedagogy – Then and Now
From
To
Activities that
Activities that
pre-teach content scaffold students’
development and
autonomy as
learners
EL Pedagogy – Then and Now
From
To
Using simple Using
or simplified complex,
texts
amplified
texts
EL Pedagogy – Then and Now
From
To
Seeing language acquisition as an
individual process
Understanding it as a social process of
apprenticeship
Conceptualizing language in terms of
structures or functions
Understanding language as action
Seeing language acquisition as linear,
progressive process aimed at fluency,
accuracy and complexity
Understanding that acquisition occurs in
non-linear and complex ways
Emphasizing discrete structural features
of language
Showing how language is purposeful
and patterned
Activities that pre-teach content
Activities that scaffold students’
development and autonomy as learners
Using simple or simplified texts
Using more complex, amplified texts
Questions?
Next Steps
How will I share this
information with my
campus?
Session Objectives
• Investigate ways to transform classroom instruction by
providing language support and language opportunities
for all students, but critical for English Language
Learners.
• Knock on the table if we met the first objective.
• Create a plan of action for implementation - next steps in
the process to improve outcomes for ELs.
• Give a “round” of applause if you completed your next
steps work.
Reflective Survey
Please leave the survey in the center of the table or hand it to one of us as you are leaving.
1.
The content presented today successfully met the following learning objectives:
Investigate ways to transform classroom instruction by providing better supports
and language opportunities for all students – critical for English Language Learners.
Not at all O O O O O To a great extent
Create a plan of action for campus implementation.
Not at all O O O O O To a great extent
2.
The delivery of content allowed for audience participation and application time.
Not at all O O O O O To a great extent
3.
The logistics of today’s learning met the needs of the participants involved.
Not at all O O O O O To a great extent
4.
Discussing_______________________________________ made me consider…
Contact Information
Bilingual/ESL Department
DLE - 817-814-2411
ESL - 817-814-2413