Exam 2 Flashcards
(140 cards)
1
Q
Giving Clear instruction Only in English
(Preparation)
A
- What language is required to give instructions and complete the task?
- Presented Only in English (scaffolded)
- Right choice of words
- Prior knowledge (familiar words and expressions)
- Congnates
- Short Simple structure
- Plan the use of:
- visual supports (objects, pictures)
- meaningful gestures
- facial expressions
2
Q
Scaffolded (what + from who)
A
“adapted and/or broken down into smaller stepsâ€
MELS, 2008, p.8
3
Q
OIE (Preparation)
- Language required to give instructions and complete task?
A
- Presented Only in English (scaffolded - adapt/broke down into smaller steps)
- Right choice of words
- Prior knowledge (familiar words and expressions)
- Congnates
- Short Simple structure
4
Q
OIE (Preparation)
- Language required to give instructions and complete task?
—- Using only English
A
- scaffolded (i.e. “adapted and/or broken down into smaller stepsâ€)
5
Q
OIE (Preparation) - Language required to give instructions and complete task?
- right choice of words
A
- Prior knowledge (familiar words and expressions)
- Congnates
- Short Simple structure
6
Q
OIE - Preparation
- Plan the use of…
A
- visual supports (objects, pictures)
- meaningful gestures and facial expressions
7
Q
(WHY MELS)
OIE
Preparation - Plan the use of -
A
to support understanding, especially for important new words and expressions
• visual supports (objects, pictures)
• meaningful gestures and facial expressions
8
Q
OIE
- When students don’t understand instructions
A
- Repeat
- Stressing -imp wrd + Re
- Pointing -or gesture + Re
- Other clues - + Re
- Reformulate+ TRY AGAIN
9
Q
If (repeat, stressing, pointing, other clues, reformulate) did not work
A
- Model rx
- Stress
- Invite to Imitate
10
Q
Ensuring group participation (MELS)
A
Choral Response:
Students are not asked to respond or perform individually.
11
Q
Learning & Development Theory
- FROM ____
A
- Pinter, A.
12
Q
Vygotsky’s social constructivism and ZPD:
-Teacher
A
Teacher = A guide to answer
(X) Not answer-giver.
13
Q
Teacher = A guide to answer
(X) Not answer-giver.
A
Vygotsky’s social constructivism and ZPD:
14
Q
If you don’t think you can comm. the instr for an activity OIE then______
A
Do not use that activity
15
Q
- Who
Tiered Questioning
A
Facella et al.
16
Q
Facella et al.
A
- Who
Tiered Questioning
17
Q
Tiered Questioning
A
A: Preproduction (pointing, Yes/No)
B: Early Production (Who, What, Where - 1word ans. -Short Phrases)
C: Speech Emergence (How and Why qu.)
18
Q
Tiered Questioning
A: Preproduction
A
• Pointing
• Yes/no questions
19
Q
Tiered Questioning
B: Early Production
A
• Answering who, what, where,
and either/or questions with one-word answers
(e.g. retelling the storyline of a book)
• Questions to be answered with short phrases
(e.g., Where…? In the house.)
20
Q
Tiered Questioning
C: Speech Emergence
A
• How and why questions
21
Q
Inclusive Teaching
A
Katy Arnett
Plenary Session
22
Q
Katy Arnett
Plenary Session
A
Inclusive Teaching
23
Q
Pinter (2006)
differentiate instruction
A
- Exceptional children + Mixed ability classes.
- Tiered questioning can help.
24
Q
- Exceptional children + Mixed ability classes.
- Tiered questioning can help.
A
Pinter (2006)
differentiate instruction
25
Cycle 1 students are in Piaget’s _________ stage
- Age
- Characterized by
Pre-operational stage (2 â€" 7 years old)
- Egocentricism
- Lack Logical thinking
26
Pre-operational stage (2 â€" 7 years old)
- Egocentricism
- Lack Logical thinking
Cycle 1 students are in Piaget’s _________ stage
- Age
- Characterized by
27
Tiered Questioning (stage Facella et Al.)
Stage of second language acquisition
28
Stage of second language acquisition
Tiered Questioning (stage Facella et Al.)
29
Stage of developmental thinking
(as Piaget would argue and in accordance with Bloom’s taxonomy)
30
(as Piaget would argue and in accordance with Bloom’s taxonomy)
Stage of developmental thinking
31
Tiered Questioning
• Show me the wolf.
• Where is the house?
Preproduction
32
Tiered Questioning
• Did the brick house fall down?
• Who blew down the straw house?
- Early Production
33
Tiered Questioning
• Explain why the third little pig built his house out of bricks.
• What does the wolf want?
- Speech Emergence
34
Learning & Development Theory
Reviewed in
Singer, Golinkoff & Hirsh-Pasek (2006).
35
Piaget’s Constructivism (development by stage)
- Development Stages (Always Same Order)
- Result of :
1- Biological process of Growth
2- Dev. Child's brain
36
Piaget’s Constructivism
- Important Stages -
â€" Pre-operational stage (2-7 yrs) ---Cycle1---
\*\*\*\*BIG SHIFT â€" LOGICAL THINKING\*\*\*
â€" Concrete operational (7-11 yrs)
37
Critique of Piaget
| (who)
Donaldson
(They show Logical Thinking before what's Piaget)
When young children w/ familiar
- tasks
- circumstances
- familiar adults
using language that makes sense to them
38
Donaldson's Critique
| (w/ MELS)
D: Familiar - Logical Thinking
MELS: Cycle 1 ESL curriculum focus
“Contextual Languageâ€
Familiar+Meaningful Classroom Context
39
What is important for teachers to learn from Piaget’s theory?
MUST
- Sensitive
- Open (needs + interests)
- Monitor Continually (changing needs)
WHY
It Helps select appopriate materials for develpm.
according to age group + Context
40
Vygotsky’s
Social Constructivism (who)
41
Social Constructivism (who)
Vygotsky’s
42
Vygotsky’s Social Constructivism
- Biological development
- Potential of Learning (w/ more knowledgeable partner support)
â€" Zone of Proximal Development (ZPD).
â€" Scaffolding
43
- Biological development
- Potential of Learning (w/ more knowledgeable partner support)
â€" Zone of Proximal Development (ZPD).
â€" Scaffolding
Vygotsky’s Social Constructivism
44
Vygotsky’s Social Constructivism
- Teacher
- Opportunities Join In + Interact w/ T+O
- Scaffolds Best (for early language production)
- Questioning techniques
- Encourage Meaningful Language w/ others
45
Theory of Multiple Intelligences (who)
Gardner’s (what)
46
Gardner’s (what)
Theory of Multiple Intelligences (who)
47
Gardner’s Theory of Multiple Intelligences (what)
The focus is on each child’s uniqueness as a learner
48
The focus is on each child’s uniqueness as a learner
Gardner’s Theory of Multiple Intelligences (what)
49
Gardner’s Theory of Multiple Intelligences
The focus is on each child’s uniqueness as a learner
• Linguistic
• Logico-mathematical
• Musical
• Spatial
• Bodily/kinesthetic
• Interpersonal
• Intrapersonal
• Natural
• + Existential
50
• Linguistic
• Logico-mathematical
• Musical
• Spatial
• Bodily/kinesthetic
• Interpersonal
• Intrapersonal
• Natural
• + Existential
Gardner’s Theory of Multiple Intelligences
The focus is on each child’s uniqueness as a learner
51
Gardner’s Theory of Multiple Intelligences
| ( - Teachers)
- This Framework = Teaching Meaningful to all Children
- Need to incorporate a variety of activities
(everybody’s preferences catered at least some time)
- Do not limit to Linguistic Intelligence as teaching language
52
- This Framework = Teaching Meaningful to all Children
- Need to incorporate a variety of activities
(everybody’s preferences catered at least some time)
- Do not limit to Linguistic Intelligence as teaching language
Gardner’s Theory of Multiple Intelligences
| ( - Teachers)
53
Multiple Intelligences
| (Awaken intelligences)
Multisensory experience & Vocabulary building
| (paper ships in water, smelling tea, feeling fan’s breeze)
54
Multisensory experience & Vocabulary building
| (paper ships in water, smelling tea, feeling fan’s breeze)
Multiple Intelligences
| (Awaken intelligences)
55
Play = Learning (who)
Singer,Golinkoff & Hirsh-Pasek
56
Singer,Golinkoff & Hirsh-Pasek
Play = Learning (who)
57
(Elements)
Play = Learning
Singer,Golinkoff & Hirsh-Pasek (2006)
• Cognitive development
• Social-emotional growth
• Literacy & Language development
58
• Cognitive development
• Social-emotional growth
• Literacy & Language development
(Elements)
Play = Learning
Singer,Golinkoff & Hirsh-Pasek (2006)
59
TPR
Total Physical Response
60
Asher’s TPR (also called)
a “Natural Approach†(also)
61
Asher’s TPR â€" a “Natural Approachâ€
Based on the assumptions that:
- L1 acquired w/ Imperative directives
- L2 acqu. Mirrors L1 acqu.
Reduction of stress
- (emotional or affective dimensions of language learning)
- Repeated verbal & motor = + chance of recall
Most for beginners (of all ages)
- (+) silent period
62
Asher’s TPR â€" a “Natural Approachâ€
- What childhood game?
Simon says
63
Claire, E. – Getting Started
- Scripted Instructions (for TPR activities)
- Contextualized Class. lang. and routine
- Listening Practices
64
TPR Procedures (Who?)
Claire (What procedures)
65
Claire (What procedures)
TPR Procedures (Who?)
66
TPR Procedures
GIVE INSTRUCTION
1. Modeling - Entire Class
REPEAT
2. varying the order
3. without modeling
4. Small groups throug Actions
5. Call on Individuals
6. Review Segements (each day + Combin new + Rapid Pace)
7. Add whatever to Extend Vocabulary needed in Class + School
67
TPR Activities
| (CAUTION)
- Can become boring
- Decontextualized Drill (audiolingual critique)
- (X) not Meaningful Language
68
How to avoid Non-meaningful Language?
TPR Activities
Asher's TPR in practice:
Should be incorporated with
- other methods
- various pedagogical reasons
69
TPR - Various Pedagogical Reasons
Focused listening
Vocabulary practice
Adverb practice
Prepositions of position
70
TPR EG - focused listening
TPR EG - The Spider in the Shower
71
TPR EG - The Spider in the Shower
TPR EG - focused listening
72
TPR EG - vocabulary practice
TPR EG - The Colour Run
73
TPR EG - The Colour Run
TPR EG - vocabulary practice
74
TPR EG - adverb practice
TPR EG - Adverb Charades
75
TPR EG - Adverb Charades
TPR EG - adverb practice
76
TPR EG - prepositions of position
TPR EG - Guided Drawing or MOVEMENT OF OBJECTS
77
TPR EG - Guided Drawing or MOVEMENT OF OBJECTS
TPR EG - prepositions of position
78
Claire - Getting Started (shoebox)
TPR… the Shoe-Box variation
Reviews: tiered questioning techniques
Creative Storytelling
using several character items and setting items.
- Links to Sociodramatic play (Singer).
- Links to MELS personalized version of a story
79
TPR… the Shoe-Box variation
Reviews: tiered questioning techniques
Creative Storytelling
using several character items and setting items.
- Links to Sociodramatic play (Singer).
- Links to MELS personalized version of a story
Claire - Getting Started (shoebox)
80
Play = Learning
| (Singer)
• Cognitive development
• Social-emotional growth
• Literacy & Language development
81
• Cognitive development
• Social-emotional growth
• Literacy & Language development
Play = Learning
| (Singer)
82
Piaget: Play
(Who) Play:
for Cognitive Development
Multitude of opportunities to interact w/ material in environm.
- Construct knowledge about the world
83
(Who) Play:
for Cognitive Development
Multitude of opportunities to interact w/ material in environm.
- Construct knowledge about the world
Piaget: Play
84
Vygotsky: play
- Leads dev. +Physical +Cognitive +Emotional
Creates ZPD
- Abstract thinking (thi. sep. act. or objt.)
- Self-awareness
- Self-regulation
85
- Leads dev. +Physical +Cognitive +Emotional
Creates ZPD
- Abstract thinking (thi. sep. act. or objt.)
- Self-awareness
- Self-regulation
Vygotsky: play
86
Make-believe play
Dev. abstract representational abilities
- key to dev. read/write (sounds represented by symbols)
87
Dev. abstract representational abilities
- key to dev. read/write (sounds represented by symbols)
Make-believe play
88
Pretend play + e.g.
- Provide meaningful context for literacy skills dev.
| (e.g. T for Taxi)
89
- Provide meaningful context for literacy skills dev.
| (e.g. T for Taxi)
Pretend play + e.g.
90
thoughtful, blended approach of focused instruction and play.
- Song about building a tree house
tfocus: + rhyming words/sounds + tool vocabulary
- Shared reading of a big-book about building a doghouse
tfocus: + tool voc.
- Dramatic play center: house construction site
lot of elements = literacy rich, scaffolded play
91
Use of Songs & Jazz Chants
Why - Schoepp
1. AFFECTIVE (positive class atmosphere - Weak aff. filters Krashen + motiv. langacq)
2. COGNITIVE (automaticity: caution bark at prints)
3. LINGUISTIC (idiomatic lang, Colloquial + Basic vocabulary practice)
If enjoyed:
- Outside class
- repetitive: Auto. of Colloqu. Lang.
92
MELS WHY -
Use of Songs & Jazz Chants
- meaningful repetition (comp + memo)
- Authentic audio Models
- Exposure to rhytmicality of lang.
- Develop fluency easy-smoothly
- Proactive classroom management technique (music bckgrnd -offtask -french)
93
SELECTING (Abdellah)
Use of Songs & Jazz Chants
- Start from student errors ( (x) Elementary Cycle 1)
- Limited vocabulary
- Language compatible w/ Classroom use (MELS Contextual Language)
- Topics related to children's experiences
- Limited Musical Challenge
- Straightfowrad Repetitive Rhytm
- highly repetitive language (i.e. a refrain)
- Accompanied by actions
94
SELECTING MELS -
Use of Songs & Jazz Chants
- Acting poetential
- Interest Level (t/s)
- Language of Lyrics
- Pitch
- Rhymes
95
```
TEACHING STEPS (Abdellah)
Use of Songs & Jazz Chants
```
Step 1: Prepare the students.
- Introd topic + Hear song
Step 2: Go through the Words
- Act. background knowledge+ introd. new vocabulary in context
- - MELS WOULD GO STEP 5 - -
Step 3: Speak the Song line by line
- Point
Step 4: Sing a line at a time.
- Sing to Ss + Ss Sing back
- Scaffold As needed
Step 5: Add Rhytmic Accompaniments
- clapping, finger snapping, foot stamping
96
MELS
TEACHING
Use of Songs & Jazz Chants
- Present Key Elements (Visual of song- Display all time)
- Replicas of key elements (Scrapbook + Portfolio)
- Activities to learn Key Elements
- Respond Physically (Opportunities to practice gesture)
- Students Join In - Sing and perform w/ soundtrack
97
Planning the Use of A Song Rhyme
- MELS PLANNING
- A: List of Key Elements (Prior Knw + Visual Support)
- B: Details of use (T: Listens Point Key Element - S: Listen Imitate gesture Sing Along)
- C: Winding Down Moments (Records of Texts for Ss - Audiomodels play bckgrnd)
- Teacher encourage Students to Speak English Only
98
Self-Regulation in ______ by \_\_\_\_\_\_\_\_.
Singer,Golinkoff & Hirsh-Pasek (2006).
Play = Learning
99
Self-Regulation ( Singer,Golinkoff & Hirsh-Pasek (2006) - Play = Learning)
Leads into....
MELS
- Developing metacognitive strategies.
- Self-monitoring (1st year Elementary)
100
Pinter (2006). Teaching Listening & Speaking
- COMPETENCIES
- C1: To act on understanding of texts
- C2: To communicate orally in English
101
Play = Learning
Singer,Golinkoff & Hirsh-Pasek (2006)
• Cognitive development
• Social-emotional growth
• Literacy & Language development
+++ • Self-regulation
102
Autonomous Steps of Play
(Vygotsky)
- PLAY -
A: Spoken Language (during play with others)
B: ZPD (Intersubjectivity + Scaffolding w/ others)
C: Self Regulation / Private Speech
D: Autonomous
103
Vygotsky
- Autonomous Steps of Play
A: Spoken Language (during play with others)
B: ZPD (Intersubjectivity + Scaffolding w/ others)
C: Self Regulation / Private Speech
D: Autonomous
104
Vygotsky (Create ZPD)
1. Intersubjectivity = Shared Understanding
2. Scaffolding = w/ others to create ZPD
105
Vygotsky
PRIVATE SPEECH
Self-Talk
- Derived from Scaffolding Dialogues
- When child faces Challenging Tasks (Important and frequent)
106
Self-Talk
- Derived from Scaffolding Dialogues
- When child faces Challenging Tasks (Important and frequent)
Vygotsky
PRIVATE SPEECH
107
MAKE-BELIEVE PLAY
Singer
Play=Learning
Contributes to
- Abstract + Representational Thinking
- Self-Regulation
- Attention Span
- Avoid Distraction
- Overcome Impulsive Action
(Repeat. practice of act independ. of what seen)
- Self-Restraint
(Voluntary follow Social Rules during Free Play)
108
Becoming more Autonomous and Self-regulating
MELS (where)
Strategies (Learning)
- Directed Attention (to task / ignore distractors)
- Self-Monitoring (Ongoing Performance - own check)
- Self-Evaluation (So Far - how well learned-performed check)
(Oxford) More Self-Directed
109
Becoming More autonomous MELS
(Strategies: Directed Attention - Self Monitoring - Self Evaluation)
Leads into...
Metacognitive Strategies Dev.
110
Metacognitive Strategy
- What
- Enables What
- Higher Level of Consciousness (involving process)
- Control + Improve Learning of Ss
111
Metacognitive
Thinking about Thinking/Learning
112
Self-Monitoring (chamot Strategies)
In Metacognitive
- Self-Monitoring
113
MELS ESL PROGRAM
Self-Monitoring
MONITORS OWN LEARNING
- To Act on Understanding of Texts / Strategies
- To Communicate Orally in English / Strategies
114
SPEAQ
Self-Monitoring Involves
involves checking -self-observation-
- verifying + correcting one’s performance
(while +learning task +communicating)
115
THE THREE
3 Step Process of Self-Monitoring
Process with Cycle 1
1. THINK
2. CHECK
3. ADJUST
116
3 step process of self-monitoring
Process with Cycle 1
1. ONE
1. Think (6 flashcards 2/each)
1. 1 - Listen & Concentrate (Directed Attention)
- Looking at & Listening to Teacher
- Listening to CDs
1. 2 - Demonstrate my Understanding
- Songs and Rhymes
- Responding to Instruction
1. 3 - Use English
- in Songs and Rhymes
- In Class
117
3 step process of self-monitoring
Process with Cycle 1
2. TWO
2. Check
2.1 - Observe - Teacher Guides
(Questions & Feedback)
2.2 - Record
(Self-monitoring tools - from handbook)
118
3 step process of self-monitoring
Process with Cycle 1
3. THREE
3. ADJUST
- Scaffolded
(4 -FOUR- Self-Monitoring Moments by task)
- TEN 10 Minutes Adjustment
(Problem Focussing on Appropriate Aspect)
```
- Immediate Regulation
(more effective than at the end for following class adjustment)
```
119
SELF MONITORING
- PROCEDURE ( MELS )
- During Lesson (4)
- Bonus Smiley
- Take time (done appropriately + Ss understand Self-Reflection Tool)
- ONLY if necessary (explain in french in Other Room)
120
SELF EVALUATION vs. Self-monitoring
EVALUATION DEFINITION BY MELS
Students
- Use Evaluation Criteria Targeted
- Collect and Interpret Results
- Make Decision for Action to be Taken
121
Self-monitoring vs.
Self-evaluation
BOTH: Metacognitive Strategies aim at Improving Performance
- Monitoring: Throughout (Checking and Adjusting)
i. e. Formative Assessment Practice
- Evaluation: At the end (Judging)
i. e. Summative Assessment Practice
122
formative assessment practice
Self-Monitoring
- Checking + Adjusting Throughout
123
- Summative assessment practice
Self-Evaluation
- Judging + at the End
124
Self-Evaluation Procedure (MELS)
• End of lesson
• Big Smiley flashcard (use)
• Colour BIG Smiley (end of row)
125
TEACHING - MELS
Students Reflection TEMPLATE
- Song or Rhyme
D.1 Self Monitoring
D.2 Self-Evaluation
- Take time (to introduce reflection - may 15min)
- Model Reflection (ask questions)
- Use Appropriate Flashcards
- Raise Hands + English
126
Song Routine
- Self-Monitoring AND Flashcards
Self-Monitoring 1 - Look and Listen
Flashcard: Directed attention/concentration
Self-Monitoring 2 - Gestures
Flashcard: Demonstrating understanding (songs and rhymes)
Self-Monitoring 3 - Join In
Flashcard: Using English in songs & rhymes
Self-Monitoring 4 - Demonstrating understanding of instructions
Flashcard: Demonstrating understanding (responding toinstructions)
Self-Evaluation 5 - Evaluation
Flashcard: Big Smiley
127
Learning Puzzle
Scaffolding
- In the ZPD
- + Guiding + Facilitating
- Dividing - easier storage in long-term memory
128
Puzzle
Self-Monitoring
- Scaffold Activity - 7-9 small steps
- 4 times per Period
- Metacognition = Higher-Order Thinking (BLOOM'S)
- Long-term Memory
129
Puzzle
Winding Down Moments
- Meaningful Related Activities
- On own Relax + Refocus
- Long-term Memory
130
Elementary Cycle 1
Competencies Review
• C1 : To act on understanding of texts
• C2: To communicate orally in English
- Recall: reading & writing (C3) are
not emphasized in Cycle 1
131
Review via
Pinter (2006)
Teaching Listening & Speaking (review via)
132
Teaching Listening & Speaking (review via)
Review via
Pinter (2006)
133
What does Pinter (2006) say about Listening ?
1. Aspects of difficulty
2. Importance of teacher talk
```
3. Interactional modifications of language
(part of negotiating meaning process - In-class Activity)
```
134
What does Pinter (2006) say about Speaking?
4. Speaking in chunks
135
Pinter (2006). Teaching LISTENING & Teaching
NUMBER -1-
1. Aspects of Difficulty
LISTEN - C1: To act on understanding of texts
Text: + Type + Lenght + Voice
Type of Response (before -while- after)
Challenge of Parallel Processing
136
Parallel Processing
```
Decoding Text (Bottom-up)
- Knowledge of Linguistic System
```
```
Interpreting Text (Top-Down)
- Schematic Knowledge
```
NOTE PINTER: Children
- Few abstract rule system of EN
- less developed Schematic Knowledge
137
Pinter (2006). Teaching LISTENING & Speaking
Teacher Make EASIER by...
- Use gesture, facial expression, pointing visuals
- Follow finger (Support Bottom-Up)
- Adjust Speed Speech
- Modify Language Complexity
- Repeating Messages
138
Pinter (2006). Teaching LISTENING & Speaking
TWO -2-
2. Importance of teacher talk
- Major Source of comprehensible Input
- may be 90% of all Classroom talk
- Recasts Ss L1 utt. into L2
- Praise (affective function)
- Social Convention Modeling (hello start)
- Comprehension Check (negotiation of meaning- Piaget (x) Clarif. request)
139
Pinter (2006). Teaching LISTENING & Speaking
THREE -3-
3. Interactional modifications of language
- Help Recall Better
140
Pinter (2006). Teaching Listening & SPEAKING
Four -4-
4. Speaking in chunks : C2
- Children begin using unanalysed CHUNKS
Unanalyzed (may not know - + how many words + what each word means)
- Increases Fluency
- May Teach (Purposeful Meaningful Chunks)
Fully Fixed
Partially Fixed (I like... + Personalized Verion of Texts
