Welcome MAT Cohort Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor

Key Points in Chapter Three Standards-based Language Learning ▫Integration of modes of communication with meaningful content  Integration of  modes,  oral & printed cultural texts, and  content and language

Terms for Organizing Content and Planning for Instruction Goal: ▫Aim or purpose of instruction stated in broad terms Objective: also referred to as “outcome” ▫What the learner will be able to do with the language as a result of instruction Framework: ▫State document that describes goals and standards to be met by language programs

Contemporary Paradigm for Instructional Planning Objectives designed to show what students know and are able to do with the language Interdisciplinary content and culture are at the core Three modes of communication integrated into lesson design Learner is more responsible Teacher is facilitator Textbook is a resource in a wide variety of materials & tools Assessment is on-going

Brain-based Principles of Learning (Sousa, 2006) Engages the entire person (cognitive, affective, kinesthetic) The brain seeks patterns Emotions affect learning, retention, recall Past experiences affects new learning Working memory has limited capacity Lecture=lowest degree of retention Rehearsal essential for retention Practice (alone) does not make perfect Each brain is unique!

Bloom’s Taxonomy of Thinking (1950s, 2001) Levels are organized according to complexity of human thought and serves as a model for promoting higher-order thinking. It served as an early model for designing instructional objectives and curricula. ▫Lower levelsHigher levels  Remember Analyze  Understand Evaluate  Apply Create

Planning a Lesson Requirements: ▫Maximum use of TL ▫Meaningful teacher feedback ▫Integration of oral and printed authentic texts ▫Identification of interesting and pertinent content

Input and Feedback Lexical chaining—most prevalent type of input Simple syntax and multiple rephrasing; little topic development and no foundation for meaningful discussion IRE—most common form of teacher feedback ▫Teacher initiates an assertion or asks a question ▫Student responds ▫Teacher evaluates with simple phrase or asks the same question to another student IRF—preferred type of teacher feedback ▫Teacher provided feedback to encourage thinking and higher levels of performance

Authentic Oral & Printed Texts Select texts that reflect natural language use and bring content and interest to learning tasks Oller’s Episode Hypothesis Text should be motivating and structured episodically so that it is easy to reproduce, understand, and recall (1983) Carrell (1984) Readers comprehend more easily text that are organized with a problem and solution Authentic Texts  produced by members of a language and culture group for members of the same language and culture group

Integrating Language & Content Curtain and Dahlberg (2010) ▫Content-based—teacher responsible for teaching a part of the content in the TL ▫Content-related—use concepts or topics from regular curriculum in the language classroom CBI used widely in FLES and ESL programs at the early levels of language learning; promotes L2 proficiency CoBaLTT /standards/index.html

Integrating Language & Content Factors to consider ▫Content area skills & concepts that can interrelate most effectively with the language goals ▫Language competencies need to work with content ▫Cognitive skills necessary to perform the tasks in the lesson ▫Potential for integration with cultural concepts and goals (Curtain & Dahlberg, 2010)

Backward Design Model Wiggins & McTighe, 2005 ▫Top-down approach ▫Identify “understandings” that Ss will develop ▫Identify “essential questions” that Ss will answer at the end of instruction ▫Plan around “big ideas”—concepts, themes, issues ▫Three stages  Identify desired results (goal)  Determine acceptable evidence (assessment)  Plan learning experiences and instruction (planning)

Thematic Unit Planning A series of related lessons around a topic, a particular context, or a particular subject-content theme ▫Identify goal areas (5Cs) and state frameworks ▫Determine theme or context of unit ▫Describe what Ss will be able to do at the end of the unit (objectives) ▫Design performance assessments for Ss to demonstrate what they have achieved ▫Identify key elements from ACTFL performance guidelines for learners to demonstrate achievement ▫Select and design appropriate instructional strategies to teach lesson in unit ▫Identify appropriate resources to support unit theme and instruction

Daily Lesson Plan Keep in mind the principles of brain-based research and Bloom’s Taxonomy Objectives are ▫measurable and describe what Ss will be able to do in TL Stage One Identify desired results by describing “big idea” and what Ss will be able to do by the lesson’s end—who are your learners? Stage Two Identify type of evidence that will confirm Ss have produced desired results Stage Three ▫Outline the sequences of teaching and learning  Anticipatory set that may include Advanced Organizers  Teacher input  Guided practice  Individual practice  Informal assessments  Closure