Deficits to Assets

DEFICITS TO ASSETS

10/7/10

A Sheltered Approach to Sheltered Instruction

Center for the Education & Study of Diverse Populations at New Mexico Highlands University

What are we going to do?2

Greater Awareness of Assumptions & Realities (Self & Others)

Poverty Language Acquisition Planning for the Language Demands of

Our Content

How are we going to do it?

We will participate in group dialogues to question our awareness and assumptions about ourselves and others.

We will recall and share our past experiences and readings specific to the day’s conversation.

We will organize our thoughts and ideas in order to support our ability to actively share with others on the various topics presented today.

We will negotiate meaning in both large and small groups.

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What I see as an outsider…4

Assumptions7

Who are we as people … as educators? How do we perceive others? How do you perceive me?

Being a Culturally Competent Educator

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As a culturally proficient educator/administrator, you must accommodate for both culture and language.

It means being aware of your own learning style and the learning styles of your students.

It also means being aware of your own culture and the effects your culture has on children in your classroom.

Being a Culturally Competent Educator

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It’s a way of being, an attitude, or behavior that incorporates who you are, what you bring into the classroom, and how you interact with the culture of your students.

Assessing Culture: Naming the Differences10

Consider your own culture and the cultural norms of your organization

Understand how the culture of your organization impacts those whose culture is different

Recognize how culture affects others

Valuing Diversity: Claiming the Differences11

Recognize difference as diversity, rather than as inappropriate responses to the environment

Accept that each culture considers some values and behaviors more important than others

Seek opportunities to work with and learn from people who differ from you

Managing the Dynamics of Difference: Reframing the Differences

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Understand the effect of historic distrust on present-day interactions

Realize that you may misjudge another’s actions based on your own learned expectations

Learn effective ways to resolve conflicts among people whose culture and values may differ from yours

Adapting to Diversity: Training About Differences

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Change the way you have done things to acknowledge the differences present among staff members, clients, and community members

Align programs and practices with the guiding principles of cultural proficiency

Institutionalize appropriate interventions for conflicts and confusion caused by the dynamics of difference

Institutionalizing Cultural Knowledge: Changing for Differences

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Incorporate cultural knowledge into the mainstream of the organization

Develop skills for cross-cultural communication

Integrate into the organization’s systems information and skills that enable you to interact effectively in a variety of cultural situations

Remember….becoming a culturally proficient educator means…

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Being aware of your own learning style and learning styles of your students;

Being aware of your own culture and the effects your culture has on children in your classroom;

A way of being, an attitude, or behavior that incorporates who you are, what you bring into the classroom, and how you interact with the culture of your students.

10/7/10Center for the Education & Study of Diverse Populations

at New Mexico Highlands University

Alfred TatumUniversity of Illinois, Chicago

POVERTY



Some Data

The Census Bureau reports that New Mexico ranks fifth nationally for the percentage of children living in poverty.

Mississippi was the highest at 31 percent.

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Some More Data

The agency's American Community Survey found that slightly more than 25 percent of children under 18 in New Mexico were below the federal poverty level in 2009.

That's an increase of about 1 percent from 2008.

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Poverty20

Assumptions Realities

Poverty (Assumptions)21

Why? Who? How long? (Situational vs. Generational) Impact on learning?

Poverty (Some Realities)How well do we know Eagle Ridge?22

Percent Free/Reduced Meals: 59.2 %

Poverty (Some Realities)23

Maslow’s Hierarchy of Needshttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/

teachtip/maslow.htm

Needs for Self-Actualization Needs for Esteem Needs of Love, Affection and Belongingness Safety Needs Physiological Needs


Some of the factors related to poverty that may place a child at-risk for academic failure are: very young, single or low educational level

parents; unemployment; abuse and neglect; substance abuse;


dangerous neighborhoods; homelessness; mobility; and exposure to inadequate, inappropriate or

no formal educational experiences.

Some Consequences of These Factors26

Delay in language development, Delay in reading development, “Downshifting”, Aggression, Violence,

Some Consequences of These Factors27

Social withdrawal, Substance abuse, Irregular attendance, and Depression /Craving for Attention.

Positive Assumptions28

All Parents & Families Love Their Children

All Children Can & Will Learn (Have Strengths)

All Families Want a Positive School Experience for Their Children

Recognize Schools & Homes Have Shared Goals

Refer to handout: “Examining Assumptions About Family”

Positivism Applied29

We need to make them feel that they are lovable, important and acceptable human beings by making them feel secure and good about themselves and by building trusting respectful relationships with them (Bassey, 1996).

Positive and respectful relationships of this nature are essential for at-risk students (Hixson and Tinsmann, 1990; Ciaccio, 2000).

Positivism Applied30

Educators also need to work to foster resilience in children, focusing on the traits, coping skills, and supports that help children survive in a challenging environment.



Elizbeth Birr MojeUniversity of Michigan

Break!!!!!!32

Language Acquisition101

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How did you learn language? How did your children learn language? 2nd Language?

Center for the Education and Study of Diverse Populations at New Mexico Highlands University

Academic Language and Thinking

Overview

• What is Academic Language and Thinking?

• Why should students engage in purposeful, focused and extended academic talk?

• What are key features of academic language and academic conversations?

• How can we support academic language and thinking?

Academic Language and Thinking?(3 min.)

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• What is academic language and thinking?

•What does academic language and thinking “look like” and “sound like”?

Defining Academic Language and Thinking: What the Researchers Say

Cognitive Academic Language Proficiency (CALP): CALP is the language students are exposed to during content lessons, in course materials, textbooks, and standardized assessments. Cummins suggests that it generally takes an ELL student up to 2 years to acquire BICS and 5-7 years to acquire the linguistic skills associated with CALP (Cummins 1981).

Teachers of English to Speakers of Other Languages (TESOL 2007) define academic language as, “Language used in the learning of academic subject matter in formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language, and speech registers related to each field of study”.

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Defining Academic Language and Thinking: What the Researchers Say

Zwiers (2005) defines academic language as, “…the set of words and phrases that describe content-area knowledge and procedures; language that expresses complex thinking processes and abstract concepts; and language that creates cohesion and clarity in written and oral discourse”.

Scarcella (2008) defines academic language as the language of power. Students who do not acquire academic language fail in academic settings.

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“Brick and Mortar”Dutro and Moran, 2003

"Brick" words are the vocabulary specific to the content and concepts being taught and include words such as: government, mitosis, metaphor, revolt, arid, revolution, etc….

"Mortar" words are the words that determine the relationships between and among words.

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What is Academic Language?40

Content vocabulary(bricks)

Terms that travel across disciplines

Grammar & organization


What is Academic Language?

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Hypothesize Evidence Analyze Justify CritiqueCompare






Hypothesize Evidence Analyze Justify CritiqueCompare

AcademicMetaphors

~300/hour! (Pollio, 1977)






Hypothesize Evidence Analyze Justify

CritiqueCompare

AcademicMetaphors

~300/hour! (Pollio, 1977)

Text structure Transitions Pronouns

ClausesWord order

U-turn termsPunctuation

Students need chances to authentically talk about:

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Abstract concepts

Complex ideas

Higher-order thinking processes

Watching for Academic Language

By the 1880's, steam power had dramatically shortened the journey to America. Immigrants poured in from around the world. They came from the Middle East, the Mediterranean, Southern and Eastern Europe, and down from Canada.

The door was wide open for Europeans. In the 1880s alone, 9% of the total population of Norway emigrated to America. After 1892 nearly all immigrants came in through the newly opened Ellis Island.

Families often immigrated together during this era, although young men frequently came first to find work. Some of these then sent for their wives, children, and siblings; others returned to their families in Europe with their saved wages.

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Academic Language and Thinking Strategies Where?

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Communication

Literaciesor

Language Domains

Speaking

Reading

Writing

Listening

3 Ingredients for Acquiring Language

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Input


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Input

VisualsGesturesVerbal


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Input

Output



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Input

Output


Sentence stemsPair-shares PresentationsImprovs (pro-con) Questions (build)


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InputOutput

Co-construction of Meaning

The Need for Meaningful Talk

To learn academic styles in school, students must be immersed in rich activities in which academic language is modeled and used in purposeful and meaningful ways. (Gee, 2009)

85% of class time was devoted to

lecture, question and answer, and seatwork. (Nystrand, 1997)

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The Need for Meaningful Talk

Teachers encouraged elaborations, but only 16% of the paired interactions were beneficial to learning. (Staarman, Krol & Vander Meijden, 2005)

English learners spent only 4% of the school day engaged in talk; and 2% of the school day discussing focal content of the lesson. (Arreaga-Mayer & Perdomo-Rivera, 1996)

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Academic Language in Action

PLANNING FOR:CONTENT AND LANGUAGE

Academic English is not a natural language.It must be explicitly taught not merely caught.( Kinsella, 2006)

Center for the Education and Study of Diverse Populations at New Mexico Highlands University

Understand the concept of sheltered instruction

Understand the importance of lesson preparation and the integration of content and language objectives

Develop a working knowledge of the new ELD Standards

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Content Objectives

Participants will recall and list topical information from readings, previous trainings and personal experiences.

Participants will articulate and listen to various points of view related to the day’s topic.

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Language Objectives

Individually and in groups begin to synthesize the day’s information through dialogue and reflection.

Participants will work in groups to apply the knowledge of the day in the creation of a lesson plan that takes into account the realities of the classroom.

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Language Objectives

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What is Sheltered Instruction?

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What is Sheltered Instruction?“Sheltered instruction is an approach for 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, Making Content Comprehensible forEnglish Language Learners, 2004, 2007, 2010

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Why is it necessary?

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In many of our classrooms the level of the textbook we are teaching from does not match the academic language level of our students.

The academic content and language of the text is difficult for students to negotiate.

Watering down the curriculum allows students to read the curriculum.

…but

The richness of the content concepts are lost.

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“Sheltered Instruction is good for ALL students but it is IMPERATIVE for

studentswith a language or learning

challenge!”

Mary Ellen Vogt, 2004; 200764

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Eight Core Componentsof High Quality Sheltered

Instruction

Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice / Application

Lesson Delivery

Review / Assessment

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Lesson Preparation

What: For maximum learning to occur, planning must produce lessons that enable students to make connections between their own knowledge and experiences, and the new information being taught.

Why: Lesson planning is critical toboth a student's and teacher’s success.

When: Every lesson

How: Adaptation of

contentMeaningful activitiesSupplementary

materialsPlan for language

What are they?

Why use them?

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Content Objectives

What are they?

Why use them?

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Language Objectives

Content Objectives: Focus of the Lesson (What students should know and be able to do.)

Language Objectives: Focus on Language Development, Language Needs & Language Use for the Lesson (How Listening, Speaking, Reading and Writing will be incorporated into the lesson.)

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Weaving Academic Language into

Instructional Planning

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Content and Language Objectives

Content objectives

are the

Language objectives

are the

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ListenIdentifyClassifyCollectDistinguishCategorizeMatchShowSelectConstructAssembleArrangeName RecallGive ExamplesDraw OrganizeDecide

CreateDramatizeLocate ListUnderlineReviewCompose DictatePoint outRecord Report PredictExpressPlan and EvaluateRelate

InterpretOutlineSummarize SupposeEstimateJudge ExplainDebateIllustrateInferRevise RewriteAssessJustifyGeneralizeDemonstrateRestateTell

ObserveSequenceSynthesizeReciteElaborateDefineApplyPre-writeDraftPublishWriteNegotiateCritiqueCompareContrastQuestionMapDiscriminate

Verbs for Language Objectives

RespondDescribe

Listening: process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking: engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading: process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency

Writing: engage in written communication in a variety of situations for a variety of purposes and audiences

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Language Domains

Why are the language domains important?

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Language Domains

“Children are capable of high level thinking regardless of their language

level.”

Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009

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Remember

Who gets to see them?

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Content & Language Objectives

Should be:

Stated clearly and simply in student friendly language; and

Posted and referred to before, during and after the lesson.

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Objectives

Content Objective:

9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common.

Language Objectives:

With your learning partner you will use mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures.

During a carousel activity, your group will construct a Venn Diagram to contrast and compare the area and perimeter of one geometric figure to another.

Work in pairs to solve and justify statements about the area and perimeter of geometric figures.

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Sample Content and Language Objectives9th Grade Geometry

If we agree that these are strong and useful ideas, what is the best way for us to make sure they happen every day?

Dilemma

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ListenIdentifyClassifyCollectDistinguishCategorizeMatchShowSelectConstructAssembleArrangeName RecallGive ExamplesDraw OrganizeDecide

CreateDramatizeLocate ListUnderlineReviewCompose DictatePoint outRecord Report PredictExpressPlan and EvaluateRelate

InterpretOutlineSummarize SupposeEstimateJudge ExplainDebateIllustrateInferRevise RewriteAssessJustifyGeneralizeDemonstrateRestateTell

ObserveSequenceSynthesizeReciteElaborateDefineApplyPre-writeDraftPublishWriteNegotiateCritiqueCompareContrastQuestionMapDiscriminate

Verbs for Language Objectives

RespondDescribe

Evaluation81

Contact Information

Center for the Education & Study of Diverse Populations at New Mexico Highlands University

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Adrian Sandoval [email protected] 505-243-4442

Website: www.cesdp.nmhu.edu

mailto:[email protected]

http://www.cesdp.nmhu.edu/

Deficits to Assets

Documents

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