Key Points Chapter Five: Part One Shrum and Glisan Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor

Integrating Cultures & Comparisons into Middle School Language Instruction Five beneficial components for middle level 1.Interdiciplinary teaming 2.Advisory programs for small groups 3.Varied instruction integrating learning experiences, student questions, and real-life issues; problem-solving scenarios; collaboration, cooperation, & community; ethical instruction for caring, sensitivity, democracy 4.Programs to capitalize on innate curiosity involving a wide range of topics and careers 5.Transition programs to help with change of schools

The Middle Level Learner Social aspects: ▫Identified as transescents aged (Eichhorn, 1966) ▫Diverse--more unlike than alike ▫Restless with varied attention spans ▫Alternate periods of high energy and listlessness ▫Preoccupied with self-image—sensitive to topics about physical descriptions ▫Need to move ▫In the “romantic” stage (Egan, 1979)—strong sense of justice and right and wrong ▫Need connection between language learning and real lives and interests

The Middle Level Learner Cognitive aspects: Brain growth slows—less able to acquire new cognitive skills and handle complex thinking processes Difficulty understanding abstract concepts Range of abilities is wider than among other learners

Language Instruction in the Middle School Middle level learners demonstrate Higher competencies in all four skills than HS learners More favorable attitudes to learning another language Perform better on oral interpersonal tasks at later levels of instruction

Language Program Design Divided opinion regarding exploratory vs. sequential programs Sandrock & Webb (2003) recommend that language programs ▫Be available for all students ▫Provide interdisciplinary connections ▫Connect one level to the next ▫Strive for proficiency levels required for the workplace

Language Program Design Effective middle level programs ▫Develop ability to communicate effectively in real- life situations ▫Broaden educational background through language development and cross-cultural awareness ▫Foster healthy attitudes about people of other cultures ▫Provide motivation for continued language study to achieve higher levels of proficiency

Principles for Middle School Language Instruction Teachers Are interested in and nice to students Have a positive self-concept Demonstrate warmth Are optimistic, enthusiastic, flexible, and spontaneous The Curriculum Is lively Emphasizes learning by doing Uses pair and team work Integrates the arts Differentiates instruction

Differentiated Instruction Definition: A systematic approach to planning curriculum and instruction for academically diverse learners (Tomlinson & Eidson, 2003) Student characteristics to consider: Readiness Interest Learning profile Modifications matched to student characteristics: Content Process Products Affect Learning environment

Managing a Middle School Classroom Offer opportunities for students to explore their view of themselves as a way to explore others. List similarities and differences in C1 and C2. How do others see us? What might others not understand about us? Plan well and include meaningful tasks. Create procedures and routines for everything. Use student behavior to promote L2 use. Involve parents and the community.

Managing a Middle School Classroom Jensen’s six premises for classroom management based on brain-based research (2000) ▫Accept disruptions as a normal part of the day and keep a positive and productive attitude. ▫Moderate stress inspires motivation; novelty inspires curiosity; and challenge inspires achievement. ▫Students are basically good. Model appropriate behavior for them to learn. ▫The best discipline goes unnoticed. Focus on learning not on control. ▫View discipline as feedback to you. Redirect the activity or its pace. ▫Prevention solves 95% of all problems.