ESL Praxis 5362 - Planning and Implementing Instruction (3) questions and answers.

Direct (or natural) method Second languages should be acquired in the same way as first languages. Oral language (input not just output) is emphasized. No focus on grammar structure Induction Learn grammar through imitation and trial/error Grammar-translation method Intended for foreign language literature. No emphasis on speaking/listening Audio-lingual method (ALM) Oral-based approach that uses repetitive exercises to teach grammatical structural patterns, vocab, key phrases and dialogue. Positive rewards for accuracy Communicative method Teaching method that focuses on a need to communicate real meaning Communicative language teaching (CLT) Focuses on student's ability to communicate in target language. Use authentic texts and realistic scenarios to practice skills. Use personal experience and develop communicative competence Communicative competence Ability to use language appropriately in a variety of contexts or situations. Register, slang, idioms Content-based language instruction An approach in which the content is the basis for practicing communicative skills. Ie using content to expand language usage Task-based instruction An approach in which the focus is on the completion of meaningful tasks rather than on the individual language skills Total physical response (TPR) Assessing understanding by learner's physical responses to commands. Best for beginning learners Silent Way A method to teach languages in which the teacher doesn't speak but uses manipulatives to explain, students correct themselves. Focus on vocab acquisition and pronunciation Cuisenaire rods Small colored rods of wood or plastic often used in language teaching Push-in ESL students in gen ed classrooms with an ESL aid Co-planning ESL and content teacher create lessons, assessments and activities that address the needs of all students in classroom Team teaching ESL and content teacher take turns delivering content. Most effective push-in method Small-group instruction ESL teacher instructs small groups of students during independent work time One-on-one instruction ESL teacher instructs individual student during independent work time Pull-out ESL teachers take groups of students out of content area classrooms for short periods of time. Typically just elementary school Sheltered Instruction Observation Protocol (SIOP) Self-contained classroom method to teach English language skills and academic content. Supports linguistic development and makes grade-level academic content comprehensible Lesson Preparation Lessons are driven by clearly defined content and language objectives SIOP 1 Building Background Direct connections are made between students prior learning and background experiences and the new material SIOP 2 Comprehensible Input Teachers use appropriate language, just above student level SIOP 3 Learning Strategies Teachers explicitly instruct metacognitive skills to encourage comprehension and retention SIOP 4 Interaction Ample time to interact with teacher and other students, allows practice with receptive and productive communication skills SIOP 5 Practice and Application Student participate in activities that integrate all aspects of language learning: reading, writing, speaking, listening SIOP 6 Lesson Delivery Content and language objectives are clearly and continuously supported throughout lessons SIOP 7 Review and Assessment Review, assessments, and feedback are incorporated into daily activities SIOP 8 Academic standards Define the knowledge and skills that students must attain at each grade level Content area standards What students are supposed to learn throughout a given time period in a specific subject area. Measured thru Common Core Content objectives What students should be able to do at the end of a content area lesson, ie class/week Language objectives How ESOL students will demonstrate their mastery of language materials: - use content area task - emphasize speaking/writing - use active verbs - specify language knowledge/skills - focus on transferable language skills Cognitive strategies Learning strategies that help students retain and organize knowledge they gain. Ex. note-taking, highlighting, underlining Comprehension strategies Learning strategies that help students process and retain content. Ex. use background knowledge, ask questions, predict, infer, summarize, visualize Writing strategies Learning strategies that help students complete unstructured tasks by stressing planning/organization, re-writing Problem-solving strategies Learning strategies that help students see different ways they can achieve a specific goal Reasoning strategies Learning strategies that help students determine what they think is true/false thru arguments, evaluation of evidence and analysis of source materials Self-regulation strategies Learning strategies that help students monitor their behavior. Ex. time management, goal setting Metacognitive strategies Learning strategies that require reflecting on one's own thinking processes and knowledge Metacognitive strategies examples 1. Identify what is known and what isn't 2. Plan 3. Keep a thought journal 4. Talk about thinking 5. Self-evaluate 6. Debrief