Map It and Ramp It!Map It and Ramp It!2008 Thinking Maps2008 Thinking Maps® ®

International ConferenceInternational ConferenceWelcome!Welcome!

How have you used Thinking Maps® for English Language

Development?

ThinkingMaps®for ELD

Agenda

Overview of Title III English

Language Development

Practicum

Task-based Language Teaching

(TBLT)

Enhanced TBLT Into English! Lessons

Group Activity: Content

Application

Language Development

Using Literature

A Look at English

Learner Data in LAUSD

LAUSD K - 5Enrollment by Language Classification

2007-2008

EO106,207

Total K-5 Elementary = 319,784Total K-12 Enrollment = 700,490

7 %

RFEP23,040

33 % 12 %

IFEP38,385

48 %

EL152,152

LAUSD K - 12EL Enrollment by Primary Language

2,886 - Korean

2,789 - Armenian

1,116 - Cantonese

2,314 - Tagalog

735 - Farsi

687 - Vietnamese

612 - Russian

4,374 - All Others

Spanish250,575 = 94%

Other Languages

15,513 = 6%

2006-2007

Title III ELD Initiative Goals

Provide quality professional development

Support accountability for student achievement

Ensure 30-45 minutes of daily ELD Instruction

Close the Achievement Gap

ELD Practicum Training Model

544 School ELD Trainers

62 Lead ELD Trainers

15,000 Teachers (K-5)

ELD PracticumFor K-5 Teachers

Seminars Practicum Peer Coaching

• Attend six 90 minute seminars

• Observe Demo Teacher/School ELD Trainer conduct Into English! demo lessons

• Teach enhanced Into English! TBLT lessons

• Assess ELs using Into English! SPF and ELD standards

• Observe peers teach and assess

• Learn non-evaluative peer coaching protocols

• Practice 1 round of scripted peer coaching

Pillars of Successful ImplementationPillars of Successful Implementation

High Quality Program: Slavin (2003); Tucker & Codding (1998)

High Teacher Capability: Darling-Hammond (1985); Dreeben (1987)

Time (Berliner & Fisher, 1985; Rosenshine, 1980)

Pillars of Successful ImplementationPillars of Successful Implementation

Teacher Capability: Peer Coaching

Effect of Number of Peer Coaching Rounds on Levels of Use

012345678

Levels of Use

Num

ber

of C

oach

ing

Rou

nds

Per

Yea

r

K-5 ELD CurriculumK-5 ELD Curriculum

1st Grade Into English! Teacher’s Guide

Enhanced Into English! Task-Based Language Teaching Lessons

High Quality Program: Task-Based

Language Teaching

(TBLT)

TBLT: Definition

“TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.”

Richards & Rogers (2001)

TBLT: Key Assumptions

1. Focus on process rather than product

2. Emphasize communication and meaning

3. Learners learn language while engaged in activities and tasks

Feez (1998)

4. Tasks can be either: (a) real life or (b) instructional

5. Tasks determined by:(a) learner variables (b) task complexity (c) language required (d) available support

TBLT: Teacher & Learner Roles

1. Active Participation in Groups

2. Self-Monitoring

3. Risk-Taking and Innovation

Learner

1. Selection and Sequencing of Tasks

2. Preparation of Learners for Tasks

3. Consciousness-Raising (Noticing)

Teacher

®

Think-Pair-ShareThis is a strategy that guides students to perform a communicative task and understand language input by talking, sharing and negotiating meaning. A Thinking Map® helps create a visual scaffold for input and output.

TBLT: Lesson Sequence

1. Set behavior and lesson objectives.

6. Practice acquired forms and functions outside the ELD block.

5. Self-evaluate and reflect.

4. Practice communicatively through structured oral and written tasks.

3. Use task-based activity to explicitly teach language forms & functions.

2. Access prior knowledge and link to new comprehensible input.

Goals

•Introduce Theme

•Brainstorm

•Think-Pair-Share

•Access Prior Knowledge(2nd Grd. Unit 4 Part A Lesson 4.1 – Pg.9)

Input: Circle Map