1 / 30

Welcome

Welcome. Session Norms : All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy. H igh Q uality S heltered I nstruction: Review & Assessment. Presented by Region Specialist June 28, 2007. Housekeeping.

geneva
Télécharger la présentation

Welcome

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy

  2. High Quality Sheltered Instruction:Review & Assessment Presented by Region Specialist June 28, 2007

  3. Housekeeping • Explain the time schedule for your day. Include items like: breaks, location of restrooms, lunch, etc.

  4. High Quality Sheltered Instruction “Sheltered Instruction is an approach to teaching content to English language learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.” --Echevarria, Vogt, and Short • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

  5. Features of Review & Assessment • Provide comprehensive review of key vocabulary. • Provide comprehensive review of key content concepts. • Regularly provide feedback to students on their output (e.g., language, content, work). • Conduct assessments of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson. Vogt, M., & Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model

  6. Think Pair Share Think about techniques that you use in your classroom to help ELLs review content vocabulary and discuss with a partner.

  7. Use of analogies Use of paraphrasing Review of Key Vocabulary Review, modeling and use of academic language throughout the lesson Multiple exposures to new terms

  8. Round Robin Mummies Activity • Choose one person to record the responses of the group. • Take 3 minutes to share all the words you know that begin with the letters on the handout that relate to the process of mummification. • Each member must take a turn sharing a word while the recorder writes the responses. • Each group will share out their list of words.

  9. Word Study Books… …are student-made personal notebooks that include frequently used words and concepts. …may be structured by putting all the words studied so far that end in -tion, -sion, and -ation. …can be grouped by topic, such as words related to “protest” or “government.”

  10. Helping students review and practice words in non-print ways • Draw a picture • Physical gesture • Role play

  11. Marzano’s research indicates… use of activities, notebooks, games and discussion to actively engage students in the review of key vocabulary.

  12. Review of Key Content ConceptsTry these phrases: • Up to this point we have learned… • Who remembers what three things we have learned so far… • Predictions about an upcoming section of a text… Sentence starter on the board….

  13. Sentence Starters I wonder… I discovered… I still want to know… I learned… I still do not understand… Can also be used as journal writing…

  14. Concept Definition Map: What is it? What is it like? Content Vocabulary What are some examples?

  15. Feedback • Can be given in facial expression, pat on back. • Not just orally or in writing. • Must be periodic, explicit, and timely. • Clarify and correct misunderstandings.

  16. Talk Show • This can be used to assess reading comprehension, summarizing, and speaking. • Students simulate a television talk show by presenting themselves as a famous person who is being interviewed: • One student is the interviewer while several students are interviewed at the same time. • The rest of the class completes a talk show rating scale and each speaker completes a self-assessment afterward. O’Malley, J., Pierce, L., (1996). Authentic Assessment for English Language Learners

  17. Talk Show Activity • Step 1 Divide into groups of 6 : 1 is the Interviewer, 2 are Experts (each chooses a topic), 3 are Audience. • Step 2 Interviewer asks each expert a question. • Step 3 Experts have 30 seconds to answer. • Step 4 Audience and Experts complete feedback forms. • Step 5 All members share information.

  18. Assessment of Learning Structured or Informal

  19. A more structured review might include… students summarizing with partners. journal writing. listing key points on the board.

  20. Informal assessment… involves on-the-spot, on-going opportunities for determining the extent to which students are learning content. Teacher to Student And Student to Student Teacher Observation Quick Writes And Brainstorming Anecdotal Reports

  21. Review and Assessment Video Presentation

  22. Teaching Scenarios Refer to Review/Assessment section for teaching scenarios.

  23. Teaching Scenarios • All participants will read the lesson overview. • Participants will number off into threes. • Ones will read first scenario and so forth. • Rate the teacher using rating scale provided. • Discuss your rating with group and come to consensus.

  24. Four Corners Discussion Activity 1. How can you ensure that the lesson’s key academic vocabulary is reviewed? 2. What are some ways to provide constructive, specific feedback to students? 3. How can teachers check for understanding? 4. Why is a final review important?

  25. Effective teaching cycle for English Learners Develop lesson Re-teach Teach lesson Make adjustments improve student comprehension Assess student comprehension and student work Review key concepts and vocabulary

  26. Review Session Objectives Content Objectives: • Identify techniques for reviewing key concepts and vocabulary. • Incorporate a variety of forms of assessment into lessons. Language Objectives: • Discuss how to design assessments to determine students’ academic language learning. • Discuss the characteristics of an effective HQSI lesson.

  27. Insanity is doing the same thing over and over again and expecting a different result. --Albert Einstein

  28. References Echevarria, J. Short, D. Vogt, M. (2004). Making Content Comprehensible: The SIOP Model 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc. Marzano, R. J. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA.: ASCD. O’Malley, J., Pierce, L., (1996). Authentic Assessment for English Language Learners. Boston: Addison-Wesley Publishing Vogt, M., Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model. Upper Saddle River, NJ: Pearson Education, Inc.

More Related