DEALING WITH DIFFERENT PROFICIENCY LEVELS AND AGES IN ... · • Mixed-Ability Groups-Students at different levels are paired or grouped so that the students who are at a higher level

STARTALK 2017

DEALING WITH DIFFERENT PROFICIENCY LEVELS

AND AGES IN MULTI-LEVEL PROGRAMS -

PRIMARILY NON-HERITAGE

DEALING WITH DIFFERENT PROFICIENCY LEVELS

AND AGES IN MULTI-LEVEL PROGRAMS -

PRIMARILY NON-HERITAGE

STARTALK Spring Conference 2017 Focus Session

Helena Curtain and Rosanne Zeppieri

Exploring ways that programs serving learners with or

without previous experience can develop effective units

and learning plans

STARTALK 2017

Implementing a Standards-Based & Thematically Organized Curriculum:

Every unit assesses a student’s increasing ability to use language for real-world

purposes

Can-Do Statements

I can create a curriculum that scaffolds language input.

I can create a curriculum that intentionally scaffolds language

processing and output activities

I can create differentiated outcomes for the performance

assessments in my curriculum.

Startalk Principle for Focus SessionStartalk Principle for Focus Session

Can Do Statements for Focus SessionCan Do Statements for Focus Session

STARTALK 2017

TELL Criteria for Focus SessionTELL Criteria for Focus Session� P2c: I plan learning experiences within my students’ range of

abilities.

� P3a: I use unit performance objectives that are focused on

proficiency targets and are based on meaningful contexts.

�PF1a: My students demonstrate growth relative to the

performance objectives.

� PF1b: My students demonstrate growth relative to the

targeted proficiency level.

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NORMS FOR FOCUS SESSION

MONITOR YOUR SIDE CONVERSATIONS and questions in

order to maximize focused input: you will be able to share

your expertise during the Reflective Collaboration session.

BE OPEN MINDED: respect new perspectives and

information

PROCESS THE INPUT: take notes, draw visuals, etc.

LAW OF TWO FEET: if you realize this topic is not one you

want to explore, this is the only opportunity to change strands.

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Why this Focus Session?Why this Focus Session?

It is the teacher’s responsibility to plan for and implement

a curriculum that meets the needs of all students.

• Survey data identified this topic as a concern

• All teachers face the issue of students with various levels in their

classrooms

• This session is an opportunity to examine this need

STARTALK 2017

AgendaAgenda

Background information when dealing with

multi-level classes

• Need for context and thematic framework

Proficiency Levels

• Assessing students’ levels

Multi Level Activities

STARTALK 2017

Linguafolio OnlineLinguafolio OnlineAs you work throughout the day, remember you will be responsible for uploading evidence to Linguafolio Online.

• I can contribute to the development of an action plan based on a problem of practice or continuous improvement goal.

• I can contribute to the learning of others.

• I can learn from others.

• I can act on insights gained from self-reflection and the reflection of others.

• I can receive and act on feedback to improve a plan, product, or performance.

STARTALK 2017

PLANNING

THEMATICALLY

PLANNING

THEMATICALLYTheme/Focus Question

Proficiency Targets/ Can-Do

Statements/Learning Targets

Performance AssessmentsInterpretive/ Interpersonal/ Presentational

Learning Activities

World Readiness Standards

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PLANNING

THEMATICALLY

PLANNING

THEMATICALLYTheme/Focus Question




Learning Activities


STARTALK 2017

Thematic

Planning

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Why Thematic Units of Study?Why Thematic Units of Study?

• Instruction revolves around the context of a meaningful center

• Increased Opportunities for Collaborative and Cooperative Learning

• Student-Directed Learning

• “Honorable” work for Students at Different Proficiency Levels

• A theme is much broader than a topic and therefore lends itself to a wider audience of students.

• Each activity should have a main focus connecting it to the theme.

STARTALK 2017

Continuum from Topic to Theme

Topic Theme

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What is the difference between a topic and a theme?What is the difference between a topic and a theme?

Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively.

From Topic to Theme by Cherice Montgomery & Helena Curtain

TOPIC THEME

• Tells students what they are

going to talk about

• Encourages students to explore

the significance of some aspect

of a topic …

TOPIC THEME

• Loose collection of ideas • Focused Organized collection of

ideas…

STARTALK 2017

Adapted from: Cherice Montgomery

TOPIC THEME

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Examples: Topic to ThemeExamples: Topic to Theme

TOPIC THEME

Environment Disappearing Rain Forests

Family Family Authority and Harmony

Asian American Teenagers Challenges and Opportunities

Home Life My Space and Your Space

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Identified Can Dos that reflect:

• students’ various targeted

proficiency levels

• functions that describe how

students will use the language

they are learning (describe, ask

questions, give opinions…)

Targets/ Can-Do Statements

Targets/ Can-Do Statements Theme/Focus Question




Learning Activities


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Proficiency

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ProficiencyProficiencyNovice Speakers Intermediate Speakers Advanced Speakers

• Isolated words and

phrases

• Frequent pauses to

search for words

• Limited vocabulary

• May be difficult to

understand

• Discrete sentences

• Ask as well as answer

questions related to basic

needs

• Recombine learned language

chunks to express their own

ideas

• Generally understood by

“sympathetic” interlocutors

• Narrate and describe in

present, past, and future

time frames

• Connected sentences;

paragraph-length speech

• Handle complications that

arise in typical situations

• Extensive vocabulary

• Substantial flow of

expression

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Moving Students from Novice to IntermediateMoving Students from Novice to Intermediate

NOVICENOVICE learners are using isolated

words and phrases that are

memorized and as they move to

Novice High they begin to use a few

simple sentences

INTERMEDIATE

INTERMEDIATE learners communicate in complete, discrete sentences

and begin to express their own ideas.. Can create with language, ask and

answer simple questions on familiar topics, and handle a simple situation

or transaction

Curriculum and planning

target the next level of

proficiency.

• Teachers provide sentences starters, sentences frames.

• They provide graphic organizers for students to organize their thoughts

and language.

• They create word walls to guide students as they add details and

descriptions to their spoken and written language.

• They create language ladders with students and post them

• They give students opportunities to practice asking questions.

• They teach them to use conversation strategies: pauses, asking for

repetition, agreeing/disagreeing, reacting, asking follow up questions.

• They provide logs of student-to-student interaction.

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Moving Students from Intermediate to AdvancedMoving Students from Intermediate to Advanced

INTERMEDIATE

INTERMEDIATE learners create

complete, discrete sentences and

begin to express their own ideas

ADVANCED

ADVANCED learners can narrate and

describe in all major time frames and

handle a situation with a complication

Curriculum and planning target the

next level of proficiency.

Teachers assist students in:

• elaboration techniques,

• speaking in different time frames,

• using connectors to move from discrete sentences

to paragraphs,

• reporting events,

• retelling incidents,

• creating narratives,

• dealing with complications that arise in different

situations they might encounter in the target

culture.

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Performance

Assessments

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• Portray growth in the three

modes of communication

• Allow for real-life language use

• Provide feedback to teachers

and individual and groups of

students on “next steps”

Performance

Assessments

Performance

Assessments Theme/Focus Question




Learning Activities


STARTALK 2017

INTERPRETIVE COMMUNICATION

What an experience! Your family is moving to India for a year. Your mother will be working on a

special project for her company and everyone will spend the year abroad. A packet of information for

the move arrives in the mail. Your mother asks you to help her interpret the information because you

have been learning Hindi since elementary school.

One of her first concerns is housing. You scan online real

estate ads to find appropriate places to live. After talking

over the options with your family, you speak by telephone

with a real estate agent in Mumbai to find out additional

details about the layout, rooms, furniture, and amenities so

that your family can find an appropriate place to live.

Your family finally found a home in Mumbai suitable for the

family. Once you arrive in the country, you help your

parents communicate ideas to the decorator. You write a

detailed description of your family’s likes and dislikes, the

amenities you need and want, and make suggestions about

furniture and accessories for the house. You even draw a

layout of the house and label the items you want in each

room.

PRESENTATIONAL COMMUNICATION INTERPERSONAL COMMUNICATION

Integrated Performance Assessment Integrated Performance Assessment

STARTALK 2017

INTERPRETIVE COMMUNICATIONWhat an experience! Your family is moving to India

for a year. Your mother will be working on a special

project for her company and everyone will spend the

year abroad. A packet of information for the move

arrives in the mail. Your mother asks you to help her

interpret the information because you have been

learning Hindi since elementary school.


STARTALK 2017

One of her first concerns is housing. You scan online real estate

ads to find appropriate places to live. After talking over the

options with your family, you speak by telephone with a real

estate agent in Mumbai to find out additional details about the

layout, rooms, furniture, and amenities so that your family can

find an appropriate place to live.


INTERPERSONAL COMMUNICATION

STARTALK 2017

Your family finally found a home in Mumbai suitable for

the family. Once you arrive in the country, you help your

parents communicate ideas to the decorator. You write a

detailed description of your family’s likes and dislikes, the

amenities you need and want, and make suggestions about

furniture and accessories for the house. You even draw a

layout of the house and label the items you want in each

room.


PRESENTATIONAL COMMUNICATION

STARTALK 2017

Lesson Design

For Multi-Level

Classes

STARTALK 2017

• Connected to the theme

• Aligned with students’ targeted

proficiency levels

• Focused on the three modes

of Communication

• Reflective of authentic,

real-life language use

Learning ActivitiesLearning Activities

Theme/Focus Question




Learning Activities


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Differentiation

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Equal Fair

Differentiation

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Developing A Differentiated

Learning Plan

Developing A Differentiated

Learning PlanIdentify activities that the whole class

needs to experience.

Think about how to differentiate follow-up activities

• Language Level

• Developmental Level

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Potential PitfallsPotential Pitfalls�Reverting to teaching to the middle

�Not assessing students often enough and

giving feedback toward growth

�Not providing sufficient challenge

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Strategies for Differentiation

oFlexible Grouping

oTiered Assignments

oMultiple levels of Questioning

oCompacting

oLearning Centers

STARTALK 2017


Flexible GroupingInstruction is provided in flexible groupings to maximize student

performance.

• whole class

• small group

• partner

STARTALK 2017

• Whole Group

• Equal-Ability Groups


Teaching Language Learners Using Multilevel Groups 7 Key Questions Compiled by Bea Palls

• Mixed-Ability Groups

• Individuals

Flexible Grouping

STARTALK 2017

• Whole Group- Teacher presents concept to the

whole group; but, small group activities are varied by

different proficiency levels

• Equal-Ability Groups- Students in the group are at

the same level of language proficiency and are assigned

tasks appropriate to that level. Teacher rotates from

group to group.

Grouping Arrangements in a Multilevel Class


STARTALK 2017

• Individual - Some students may be working

individually or in learning centers in order to move

ahead or to get additional reinforcement.

• Mixed-Ability Groups- Students at different

levels are paired or grouped so that the students who

are at a higher level of proficiency can serve as role

models.



STARTALK 2017


Applies to:

• homework assignments

• small groups

• learning centers.

Differentiation strategy that addresses one learning target/can-

do statement, but allows several pathways for students to meet

the target depending on their proficiency levels

Tiered Lessons

STARTALK 2017

Novice Mid Novice High Intermediate Low

Students create a digital

poster (i.e., Glogster) for the

school science fair about the

disappearing rain forests.

Students create a digital slide

show presentation outlining

the issues involved in the

disappearing rain forests,

(pollution, industry, tourists).

Students create a

documentary about the issue

of the disappearing rain

forests focusing on one area

of interest. They will offer

steps that everyone can take

to alleviate the problem.

Theme: Disappearing Rain Forests• I can present basic information I learned on the disappearing rainforests using

language I have practiced.

• NM: using words and phrases

• NH: using phrases and a few sentences

• IL: using strings of sentences

STARTALK 2017


Multiple Levels of Questioning

Blooms Taxonomy Natural Order

Questioning Sequence

1. Pointing

2. Yes/No

3. Either/or

4. What is it?

STARTALK 2017


Compacting the Curriculum Teachers make adjustments to curriculum for students who have

already mastered the material to be learned, replacing content

students know with

• new content

• enrichment options

STARTALK 2017


Learning CentersSpace set aside in the classroom in which students engage in

independent and self-directed learning activities.

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Moving on to

Collaboration

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In Preparation . . . In Preparation . . .

• Think Application: How much of this topic already

applies? How much do you want to implement this year?

• Think Growth: What topics relate to your problem of

practice or continuous improvement goal?

• Think Collaboration: What experiences you can share? or

What additional questions can you pose?

GIVE ONE/GET ONEGIVE ONE/GET ONE

STARTALK 2017

STARTALK 2017

Linguafolio OnlineLinguafolio OnlineAs you work throughout the day, remember you will be responsible for uploading evidence to Linguafolio Online.

• I can contribute to the development of an action plan based on a problem of practice or continuous improvement goal.

• I can contribute to the learning of others.

• I can learn from others.

• I can act on insights gained from self-reflection and the reflection of others.

• I can receive and act on feedback to improve a plan, product, or performance.

STARTALK 2017

Table TopicsTable Topics

• Connecting performance descriptors to language output quality

• Effective ways to assess learners’ existing proficiency

• How to allow learners to personalize an existing activity

• Strategies for mixed ability groups in one classroom

• Adapting STARTALK model curricula for my program

• My idea is . . .

• Another idea is . . .

• Ask the Presenter . . . Have further questions? See me at my table!

STARTALK 2017

NORMS FOR REFLECTIVE COLLABORATION

LAW OF TWO FEET: if you are not learning or contributing to the learning of someone else, use your feet and find a new table.

SHARE IDEAS, but pay attention to how you are impacting the table and how others are responding.

REMAIN OPEN-MINDED and assume that comments, questions or statements from others are coming from a positive collegial place.

PAUSE BEFORE RESPONDING to allow others enough time to think, and paraphrase to check for understanding

BALANCE between advocating for your ideas and learning from the ideas and experiences of others.

GROUP YOURSELF THOUGHTFULLY with colleagues you can learn from and learn with.

STARTALK 2017

LET’S LEARN TOGETHER!LET’S LEARN TOGETHER!

STARTALK 2017

NORMS FOR REFLECTIVE COLLABORATION

LAW OF TWO FEET: if you are not learning or contributing to the learning of someone else, use your feet and find a new table.

SHARE IDEAS, but pay attention to how you are impacting the table and how others are responding.

REMAIN OPEN-MINDED and assume that comments, questions or statements from others are coming from a positive collegial place.

PAUSE BEFORE RESPONDING to allow others enough time to think, and paraphrase to check for understanding

BALANCE between advocating for your ideas and learning from the ideas and experiences of others.

GROUP YOURSELF THOUGHTFULLY with colleagues you can learn from and learn with.

STARTALK 2017

STARTALK 2017

NORMS FOR Design Lab Session FOCUS ON CREATING A PRODUCT/PLAN you can implement in your program.

DON’T BE AFRAID TO TRY SOMETHING NEW. This is a safe place for you to experiment with the new learning.

CONTINUE WORKING to supplement your ideas with ideas from other teams and vice versa.

LOOK FOR WAYS TO MAKE NEW IDEAS WORK before you discard a creative solution or innovative action step.

ALLOW LEADERSHIP TO MIGRATE from one team member to another to take advantage of the skills or abilities of others.

TIME YOURSELF TO ENSURE QUALITY of the work and your progress towards the goals.

STARTALK 2017

Design Lab

Entry Ticket

STARTALK 2017

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Ideas that

Ignite

Guidelines

STARTALK 2017

• Whole Group- Teacher presents concept to the

whole group; but, small group activities are varied by

different proficiency levels

• Equal-Ability Groups- Students in the group are at

the same level of language proficiency and are assigned

tasks appropriate to that level. Teacher rotates from

group to group.



STARTALK 2017

• Individual - Some students may be working

individually or in learning centers in order to move

ahead or to get additional reinforcement.

• Mixed-Ability Groups- Students at different

levels are paired or grouped so that the students who

are at a higher level of proficiency can serve as role

models.



STARTALK 2017

Advantages of Mixed-ability grouping • great way for students to learn from one another and to build classroom

community.

• works best when the task is open-ended and less structured.

• Lower-level students benefit from working with their more skilled

partners

Issues with Mixed-ability grouping • Gap between students cannot be too large

• Higher level students should not become the teacher of the lower level

and do all the work

• Higher Level students may dominate and Lower level students may

withdraw and take no risks. Teaching Language Learners Using Multilevel Groups 7 Key Questions Compiled by Bea Palls

Grouping Arrangements

STARTALK 2017Teaching Language Learners Using Multilevel Groups 7 Key Questions Compiled by Bea Palls

Some Strategies

Assigning group roles according to language level

The higher level student can: The lower level student can:

• Be timekeeper

• Get the supplies

• read aloud the directions,

questions,

• Write group answers on board

• draw group poster

• collate and assemble information

for a booklet or directory

• lead the discussion

• model the activity

• take notes during the discussion

• be spokesperson for the group

• edit the group’s first draft

• write a summary of the group work

Source: Sarah Lynn http://www.pearsonlongman.com/ae/emac/newsletters/december-2009-adulted.html

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DEALING WITH DIFFERENT PROFICIENCY LEVELS AND AGES IN ... · • Mixed-Ability Groups-Students at different levels are paired or grouped so that the students who are at a higher level