Differentiating instruction for culturally and linguistically diverse students using sheltered instruction strategies Presented by: Johanna Cena & Carol Kinch Tigard-Tualatin School District Spring 2008

Index cards As you come in please answer the following question on an index card: Why do culturally and linguistically diverse students struggle in Oregon schools?

Objectives Content Objectives: Review and reflect on sheltered teaching practices related to building background, comprehensible input, and assessment when working with Culturally and linguistically diverse students. Language Objectives: Actively listen to sheltered instruction overview, discuss strategies, and record thoughts on student success.

Sheltered Instruction Content/ Language objectives Building Background Comprehensible Input Learning Strategies Interaction Practice / Application Lesson Delivery Review & Assessment SDAIE CALLA GLAD SIOP

What is Sheltered Instruction?

Sheltered Instruction Sheltered instruction doesn’t require teachers to throw away their favorite techniques, or add copious new elements to their teaching. Sheltered instruction brings together what to teach by providing an approach for how to teach it. (Echevarria, Vogt, Short, 2000 )

Building Background

Concepts explicitly linked to students’ background experience. Student learning can be enhanced if we tie into their existing “schema” Links explicitly made between past learning and new concepts. Key vocabulary emphasized: introduced, written, repeated and highlighted for students to see.

Food music, dance, dress, celebrations, religion, language, holidays Beliefs, sense of time, family structure, gender roles, norms, social behaviors, values, sense of humor, traditions, rules, sense of self, identity, spatial perceptions, rewards and recognition, perceptions of success Aspects of Culture Readily observed aspects Less easily observed aspects

Indicators of Instruction: Strategies Teach learning strategies to enhance comprehension and retention of learning. Use metacognitive, cognitive and social/affective strategies to develop independent learning practices Provide appropriate scaffolding to support students learning through various activities. Utilize questioning techniques that elicit higher thinking skills. Evaluation Synthesis Analysis Application Recall

Scaffolding Model: Mini-Lecture Direct Instruction One-on-one Modeling Demonstrations Discussions Guided notes brainstorming Practice Peer modeling Reciprocal teaching Cooperative learning Collaborative teams Role playing Student independently Applies strategies Teacher Centered Teacher Assisted Peer Assisted Student Centered

Kipplekirp and Squiggliary Kipplekirp and Squiggliary miffely lurped down to the gery. Kipplekirp larfed at Squiggliary and lurped around the gery. Squiggliary kurt gottle, Kipplekirp liged up the fidder and lurped ganso. Where did Kipplekirp and Squiggliary go? What did Kipplekirp do to Squiggliary? How did Squiggliary respond? What did Kipplekirp do at the end of the story? How do you think Kipplekirp might handle this differently in the future?

Higher order questions What level of questioning do I see in the classroom now? How can I or teachers elicit higher order questions/answers from my ELLS? Brainstorm learning strategies with your table.

Review and Assessment Activity

Why do culturally and linguistically diverse students struggle in Oregon schools? What is one thing that is within your control to change?

Alienation is the number one cause of failure among immigrant students. Jim Cummins