06 collaborating to improve ell

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Published on October 10, 2007

Author: Abhil

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Collaborating to Improve English Language Learning:  Collaborating to Improve English Language Learning Presented by: Karen Lybeck & Mary Theresa Seig kelybeck@bsu.edu mtseig@bsu.edu Ball State University Department of English Today’s Objectives:  Today’s Objectives Participants will: Practice writing language objectives for specific content-based lessons Share challenges meeting students’ language needs at individual sites Explore communication strategies for peer-coaching Consider strategy implementation at individual sites Language vs. Content Objectives:  Language vs. Content Objectives Content Objectives: refer to concepts related to the academic content or cultural theme of the lesson Language Objectives: refer to linguistic concepts, including vocabulary, communicative functions, grammatical or pronunciation structures. Language objectives can be divided into two categories: Content-obligatory Content-compatible Language Objectives:  Language Objectives Content-Obligatory language objectives reflect language that is essential for understanding and talking about the content. Content-Compatible language objectives can be taught within the context of the content, but are not required for content mastery. Lesson Plan Analysis:  Lesson Plan Analysis Analyze the lesson plan with a partner. Develop language objectives for the lesson Both obligatory and compatible Discuss your findings with another pair Are the objectives focused? Specific? Are they written at lesson level? Animals Lesson:  Animals Lesson Language: Content Obligatory Students will... accurately use the terms herbivore, carnivore, omnivore and the habitat terms jungle, farm, savannah, water, house, forest, desert to classify animals correctly use the names of 25-30 animals to predict eating habits; okapi, goat, cheetah, turtle, pangolin, sheep, baboon, dolphin, gorilla, pig, wildebeest, whale, leopard, rooster, rhinoceros, crocodile, quetzal, horse, hyena, flamingo, parakeet, moose, fox, guinea pig, wolf, scorpion, gerbil, panda, cobra, goldfish, cougar, skink, rabbit, deer, pyramid rat. use beginning knowledge of parts of speech to create new sentences with the selected terms. Animals Lesson (2):  Animals Lesson (2) Language: Content Compatible Students will... write negative sentences (The hen does not eat meat.) respond to the question words "Which" and "What" (What does the monkey eat? Which animals eat plants?) understand and use the words "and" and "or" (The monkey eats meat and plants. Does the elephant eat meat or plants?) TV Commercials:  TV Commercials Language: Content Obligatory Students will... identify and demonstrate understanding of language used to persuade in commercials review and use the imperative forms to identify information in commercials use descriptive adjectives use new vocabulary to identify products advertised and to describe values expressed in the ads (e.g. beauty, success, family, prestige, money, belonging, fame, etc. use expressions to express beliefs and relate images to values (e.g. probably, it seems to me, I think, etc. ) TV Commercials (2):  TV Commercials (2) Language: Content Compatible Students will... demonstrate understanding of questions in the present tense use simple expressions to compare and contrast (e.g., Latin American commercials value family more than U.S. commercials) use expressions for sharing opinions in the present tense (e.g., I think that...) Implementation:  Implementation Do you think the grade-level teachers in your school incorporate language objectives into their content lessons? Does language specific to content (vocabulary, discourse strategies, specific structures) get taught anyway? If not, how do students (native and non-native speaking) acquire this knowledge? Communicating with Colleagues:  Communicating with Colleagues What are the challenges to getting the needs of language learners understood by your grade-level colleagues? What are the resources that you have at your disposal for getting your knowledge understood and ideas implemented? What avenues do you have to begin these conversations in your school? Outcomes of Successful Coaching:  Outcomes of Successful Coaching Celebrations – recognize accomplishments in the classroom; confirm ongoing good practices. Options – investigating the possibilities, understanding what is known by other teachers with other experience and educational backgrounds. Conscious Practice – Refine educational practices, help educators think more deeply about their work, increase the professional dialog, and deepen collegiality. Motivations:  Motivations Tap in to the agenda of the teacher. Recognize that people change for their own reasons. Develop a strategy that will be congruent with that person’s self-interests. Communication:  Communication What are the goals/challenges/beliefs of your colleague? How can you access this knowledge in a positive, collegial way? How can you share your knowledge in a supportive, positive way? Strategies:  Strategies Open-Ended Questions. Closed-Ended Questions. Confirmatory Paraphrases. Positive Phrasing and Congruent Body Language. Overcoming Resistance due to Emotion, Intellect, and Pride. Resources:  Resources Lesson Plans: CoBaLTT - Content Based Language Teaching with Technology http://www.carla.umn.edu:16080/cobaltt/lessonplans/search.html Peer Coaching Materials: Performance Learning Systems, inc. Collaborating to Improve English Language Learning:  Collaborating to Improve English Language Learning Presented by: Karen Lybeck & Mary Theresa Seig kelybeck@bsu.edu mtseig@bsu.edu Ball State University Department of English

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