1. Interpersonal Communication in Learning Centers, Partner and Small Group Work

2. Teaching Reflection Time What worked well in today’s lesson? What didn’t work well in today’s lesson? Talk about one StarTalk Teaching Principle you applied well today. Back to tables: Each person give a specific compliment to the other members of the group: “I really like the way you…”

3. Today’s Essential Questions 1. Why is Interpersonal Communication beneficial and how do I implement this into a lesson? 2. When should I use partner and small group learning activities and centers? 3. How do I plan and manage learning centers in my classroom? 4. How can I adapt today’s examples for my classroom?

4. Tuesday’s Quote “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.’” Maria Montessori

5. Wednesday’s Quote “Tell me and I forget. Teach me and I remember. Involve me and I learn.” Benjamin Franklin

6. Interpersonal Communication What is Interpersonal Communication?  Negotiating meaning between individuals: mainly in conversation but can be through letter writing or emails.  Interaction is the key to interpersonal communication and language development for WL learners.

7. Limitations of Whole Group Instruction Traditional Classroom: Communication is primarily a one-way flow from teacher to student. Students do not have a chance to apply their new knowledge of a language and express themselves orally. Learning centers are the best place for students to practice language. The language is best learned with support from the teacher in small and whole group and practiced independently in centers with peers.

8. Benefits of Learning Centers Many opportunities for language use by students Many student opportunities for authentic or natural language use. A “safe” environment for communication tasks. High engagement because there are a variety of tasks Students also practice social skills Students are “center stage” rather than teacher.

9. Be explicit in teaching social expectations in learning centers. Model for class. 9 For example: Compliment and praise others regularly. Use names when speaking to each other. Do not interrupt others. Make sure everyone in the group has a chance to talk and participate. Take turns in everything. Remind others to stay on task. Be a team player and verify consensus. Ask for help or clarification when needed.

10. Grouping Students 10 Long Term groups Short term groups Free choice groups Ability groups- homogeneous Heterogeneous- high, middle, low Teachers will use all ways of grouping for different purposes.

11. Random Grouping Ideas 11 Handing out something:  playing cards,  pictures,  puzzle pieces,  names that go together of people or places  math problems with similar answers  colored clothespins  categories (mammals, reptiles) Counting Off by numbers

12. Non-Random Grouping Ideas 12 Table set up 1,2,3,4 Mix ability Mix gender Can work all 4 Can work ½ and ¾ Can work 1/3 and 2/4 Note: Ability can mean language Level in WL classroom or can mean general intelligence or processing levels. 1 a)Higher Ability+ b)Skill or Interest c)Personality 3 a)Average Ability+ b)Skill or Interest c)Personality 2 a)Average Ability+ b)Skill or Interest c)Personality 4 a)Lower Ability+ b)Skill or Interest c)Personality

13. Guidelines for Learning Centers 13 Plan, plan, plan for success- be organized Explain everything in detail Set clear goals Make sure students have the target language they need to complete the center Give exact directions for each step of the activity. Model the center. Many times you will model whole group first.

14. Guidelines for Learning Centers 14 Set a time limit and time cues. Circulate among centers or lead a center. Establish a system on getting student attention and transitioning that does not include you talking over students or yelling. Non-verbal systems reduce verbal confusion. Take time to Evaluate your Learning Stations or Centers and improve.

15. Sample Small Group and Partner Activities 15 Day 1: A. Hear-Say Game B. Do You Have What I Have? C. Can You Guess? D. Dress the Bear

16. Center Checklist

17. Center Evaluation

18. Center Organization Remember your centers or learning stations align with your curriculum and your learner level. Ideas: Vocabulary Grammar/Structure Character Writing Listening/Speaking Culture/Art Reading Cross-Curriculum: Math or Science

19. Teacher Table Pulling students individually or in small groups for direct instruction and assessment is very beneficial for both teacher and student.

20. Designing Your Centers Thematic or Content Area Learning Objectives Daily or Weekly Rotations Group Formations Number, Time and Learning Objective for each Center Create a predictable system and then vary content within it.

21. Language Center Ideas Oral Language Center group- Jig Saw, Follow Directions, Retell a story with puppets, etc… Writing Center- practice language writing- handwriting, response writing to prompt or lesson, pen pals, etc… Cultural Center- listen to story, watch video, use Google maps to see a city, color an authentic picture Vocabulary Center- work with new vocabulary in a variety of ways. Teacher Table- have a small group to work with directly with students.

22. Content Area Center Ideas Reading/Writing/Literacy Speaking/Listening Math Science Social Studies Art, Music, Movement

23. Center Ideas Most teachers like to begin each class with a time of whole group instruction. Then transition into centers. At the end of the class, end with a whole class activity. Some teachers rotate students through multiple centers per day. Some teachers rotate students through one center a day. Teachers can utilize learning centers every day or only some days of each week. They must be used often enough to become a habit.

24. Backward Design: 24 1. start with the end goals (standards-based performance goals) 2. envision activities/ lessons to lead students to success 3. select the means (language elements: vocabulary, grammar, functions)

25. Classroom Management Positive and High Expectations The effective teacher has positive expectations for the student success! Your expectations of your students will greatly affect student achievement. Teachers get what they expect!

26. What do “High Expectations” Look Like? Expect students to be able to be independent Expect students to learn details of classroom routines and procedures through explicit teaching and modeling Expect students to be self-regulated Expect good manners Hold students accountable in a consistent, non- emotional process Be realistic- anticipate problem areas and plan for them

27. Sample Small Group and Partner Activities 27 Day 2: A. Shapes and Colors B. Jig Saw C. All About Me Cards D. Chinese Zodiac Animal Thumbprints

28. Today’s Essential Questions 1. Why is Interpersonal Communication beneficial and how do I implement this into a lesson? 2. When should I use partner and small group learning activities and centers? 3. How do I plan and manage learning centers in my classroom? 4. How can I adapt today’s examples for my classroom?