Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.
-
Upload
arron-boyd -
Category
Documents
-
view
212 -
download
0
Transcript of Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.
![Page 1: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/1.jpg)
Welcome MAT 2013-2014 CohortSpecial Methods of Instruction ICIED 5243Dr. Bowles, Instructor
![Page 2: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/2.jpg)
Key Points in Chapter Three
•Standards-based Language Learning▫Integration of modes of communication
with meaningful content Integration of
modes, oral & printed cultural texts, and content and language
![Page 3: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/3.jpg)
Terms for Organizing Content and Planning for Instruction
•Goal: ▫Aim or purpose of instruction stated in
broad terms
•Objective: also referred to as “outcome”▫What the learner will be able to do with the
language as a result of instruction
•Framework:▫State document that describes goals and
standards to be met by language programs
![Page 4: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/4.jpg)
Contemporary Paradigm for Instructional Planning
• Objectives designed to show what students know and are able to do with the language
• Interdisciplinary content and culture are at the core
• Three modes of communication integrated into lesson design
• Learner is more responsible• Teacher is facilitator• Textbook is a resource in a wide variety of
materials & tools• Assessment is on-going
![Page 5: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/5.jpg)
Brain-based Principles of Learning (Sousa, 2006)•Engages the entire person (cognitive,
affective, kinesthetic)•The brain seeks patterns•Emotions affect learning, retention, recall•Past experiences affects new learning•Working memory has limited capacity•Lecture=lowest degree of retention•Rehearsal essential for retention•Practice (alone) does not make perfect•Each brain is unique!
![Page 6: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/6.jpg)
Bloom’s Taxonomy of Thinking (1950s, 2001)•Levels are organized according to
complexity of human thought and serves as a model for promoting higher-order thinking.
•It served as an early model for designing instructional objectives and curricula.▫Lower levels Higher levels
Remember Analyze Understand Evaluate Apply Create
![Page 7: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/7.jpg)
Planning a Lesson
•Requirements:
▫Maximum use of TL▫Meaningful teacher feedback▫Integration of oral and printed authentic
texts▫Identification of interesting and pertinent
content
![Page 8: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/8.jpg)
Input and Feedback• Lexical chaining—most prevalent type of input
• Simple syntax and multiple rephrasing; little topic development and no foundation for meaningful discussion
• IRE—most common form of teacher feedback▫Teacher Initiates an assertion or asks a
question▫Student Responds▫Teacher Evaluates with simple phrase or
asks the same question to another student• IRF—preferred type of teacher feedback
▫Teacher initiates, responds, but provides Feedback to encourage thinking and higher levels of performance
![Page 9: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/9.jpg)
Authentic Oral & Printed Texts• Select texts that reflect natural language use and
bring content and interest to learning tasks• Oller’s Episode Hypothesis
• Text should be motivating and structured episodically so that it is easy to reproduce, understand, and recall (1983)
• Carrell (1984)• Readers comprehend text more easily when it is
organized with a problem and solution• Authentic Texts
produced by members of a language and culture group for members of the same language and culture group
![Page 10: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/10.jpg)
Integrating Language & Content• Curtain and Dahlberg (2010)
▫Content-based instruction (CBI)—teacher responsible for teaching a part of the content (such as history) in the TL
▫Content-related instruction— teachers uses concepts or topics from regular curriculum in the language classroom
• CBI used widely in FLES and ESL programs at the early levels of language learning; promotes L2 proficiency
• CoBaLTThttp://www.carla.umn.edu/cobaltt/modules/standards/index.html
![Page 11: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/11.jpg)
Integrating Language & Content•Factors to consider
▫Content area skills & concepts that can interrelate most effectively with the language goals
▫Language competencies need to work with content
▫Cognitive skills necessary to perform the tasks in the lesson
▫Potential for integration with cultural concepts and goals (Curtain & Dahlberg, 2010)
![Page 12: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/12.jpg)
Backward Design Model•Wiggins & McTighe, 2005
▫Top-down approach▫Identify “understandings” that Ss will develop ▫Identify “essential questions” that Ss will answer
at the end of instruction▫Plan around “big ideas”—concepts, themes, issues▫Three stages
Identify desired results (goal) Determine acceptable evidence (assessment) Plan learning experiences and instruction (planning)
![Page 13: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/13.jpg)
Thematic Unit Planning• A series of related lessons around a topic, a
particular context, or a particular subject-content theme▫Identify goal areas (5Cs) and state frameworks▫Determine theme or context of unit▫Describe what Ss will be able to do at the end
of the unit (objectives)▫Design performance assessments for Ss to
demonstrate what they have achieved▫Identify key elements from ACTFL
performance guidelines for learners to demonstrate achievement
▫Select and design appropriate instructional strategies to teach lesson in unit
▫Identify appropriate resources to support unit theme and instruction
![Page 14: Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor.](https://reader036.fdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c37931/html5/thumbnails/14.jpg)
Daily Lesson Plan• Keep in mind the principles of brain-based research and
Bloom’s Taxonomy• Objectives are
▫ measurable and describe what Ss will be able to do in TL• Stage One
• Identify desired results by describing “big idea” and what Ss will be able to do by the lesson’s end—who are your learners?
• Stage Two• Identify type of evidence that will confirm Ss have produced
desired results• Stage Three
▫ Outline the sequences of teaching and learning Anticipatory set that may include Advanced Organizers Teacher input Guided practice Individual practice Informal assessments Closure