Welcome MAT 2013-2014 Cohort Special Methods of Instruction I CIED 5243 Dr. Bowles, Instructor

Welcome MAT 2013-2014 CohortSpecial Methods of Instruction ICIED 5243Dr. Bowles, Instructor

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

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

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

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!

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

Planning a Lesson

•Requirements:

▫Maximum use of TL▫Meaningful teacher feedback▫Integration of oral and printed authentic

texts▫Identification of interesting and pertinent

content

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

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

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

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)

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)

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

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