Upload
nedaa
View
46
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Interactive. Family Buy-In. MI Based. Keys to creating a learner-centered interactive setting that inspires early language learners. Mirrors classroom content. Literacy enhanced. MUSIC!!. Standards and Modes. ACTFL 5C’s NCATE State guidelines Three modes of communication: - PowerPoint PPT Presentation
Citation preview
Amanda M.G. Seewald, M.Ed - 2010
Keys to creating a learner-centered interactive setting that inspires early language learners
Interactive
Mirrors classroom content
MI
Based
Literacy
enhanced
Family Buy-In
MUSIC!!
Amanda M.G. Seewald, M.Ed - 2010
Standards and Modes
ACTFL 5C’s NCATE State guidelines
Three modes of communication:*Interpretive *Interpersonal
*Presentational
Amanda M.G. Seewald, M.Ed - 2010
What does the elementary classroom generally look like?
It is very important to know about the types of learning areas and somewhat standard ideas that are incorporated into the set-up of most early learning classrooms.
Room Arrangement
Amanda M.G. Seewald, M.Ed - 2010
Learning CentersTaking your teaching to a more student directed model.
a learning center is a small area within the classroom where students work alone or interact with others, using instructional materials to explore one or more subject areas. It is a place where a variety of activities introduce, reinforce, and/or extend learning, often without the assistance of the classroom teacher.
Excerpted from Michael Opitz' book Learning Centers: Getting Them Started, Keeping them Going.
Amanda M.G. Seewald, M.Ed - 2010
Heterogeneous Grouping and Diverse Learners
Culturally and Linguistically English Langauge Learners Autism Spectrum ADD or ADHD Issues of fine motor skills Physical or emotional disabilities Economic challenges
There are many more…
scenarios
Amanda M.G. Seewald, M.Ed - 2010
http://www.learner.org/vod/vod_window.html?pid=2113
Amanda M.G. Seewald, M.Ed - 2010
Read it, W
rite it,
Speak
it! Categorize it,
Think about
it!Color i
t, Dra
w it, S
ee
it!Act it,
Touch it,
Dance
it, Sing
it!
Amanda M.G. Seewald, M.Ed - 2010
Human beings possess at least eight types of mental functioning or intelligences.
Intelligences work together in concert depending on the problem to be solved.
Each intelligence has its own set of abilities and can guide an individual toward a learning style related to their abilities. http://www.ed.gov/dabase/ERIC_Digests/ed410226.html
Gardner’s Theory
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom
Verbal/Linguistic Intelligence is of great importance in any language classroom and most commonly used in instruction with stories and verbal discourse.
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom
Logical /Mathematical
Intelligence can be very used in a language classroom with timelines, patterns and sequencing. Providing manipulative activities that require students to put ideas or even times of day in order.
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom Visual/Spatial
Intelligence is extremely important in a language classroom as it presents ideas with non-verbal cues and allows students to express their own understanding and construct their own meanings.
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom
Musical/rhythmic intelligence is one of the two most essential intelligences to tap into when teaching young learners. Music and rhythm provide a developmentally appropriate base for building language skills.
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom Bodily/Kinesthetic
intelligence is the other essential intelligence that can be employed in language instruction. Movement and tactile interaction help students construct more thorough understanding.
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom
Interpersonal intelligence
plays a vital role in creating language learning that is conversational and meaningful for learners. Activities that require students to interact with each other will bolster their learning and allow for more linguistic risk-taking.
Amanda M.G. Seewald, M.Ed - 2010
Applying MI to an Early Language Learning Classroom
Intrapersonal intelligence
is one that is unspoken. Often a student’s silent period is actually a time when the child is reflecting and constructing individualized meaning. Metacognition grows learning potential and affords students the chance to build their own learning patterns.
Amanda M.G. Seewald, M.Ed - 2010
Naturalist intelligenceIs a great way to
incorporate science into the language classroom. By creating naturalist based activities, students will build interest in the natural world around us while learning in the target language.
Amanda M.G. Seewald, M.Ed - 2010
Content Based Instruction
Is the learning and expansion of language skills through the medium of content and standards from the “core” educational subjects . In CBI, content is the instrument for language acquisition and language is a means of bolstering content knowledge.
Amanda M.G. Seewald, M.Ed - 2010
What is the best way to preserve and grow the future of elementary language education?
Content Based Instruction Linked to core objectives Focused on essential skills
development Functional linguistic goals Exploratory, hands-on
learning
Amanda M.G. Seewald, M.Ed - 2010
GREAT NEWS!!!CONTENT IS FUN!!!
LANGUAGE ARTS
SCIENCE SOCIAL STUDIES
MATHEMATICS
Amanda M.G. Seewald, M.Ed - 2010
What to include????
You can’t teach all aspects of each content area in the short amount of time you have
You can’t expect students to learn all of the vocabulary
YOU CAN help students learn some basic aspects of each!
YOU CAN collaborate with classroom teachers to choose topics and objectives from each content area that work well with your language objectives!
Amanda M.G. Seewald, M.Ed - 2010
I am a language teacher…
Content standards are easily attainable in an elementary environment.
The same as linguistic goal of communication that requires students to ask questions and construct answers with a great twist…all hands-on and inspirational to many different
kinds of learners.
Amanda M.G. Seewald, M.Ed - 2010
How do I fit this into a 20 or 30 minute class?
Simple activities Readily available materials Resource sharing Doesn’t all have to happen in one
class How can you not make the learning
tied to what students are invested in for the rest of their day? BE VITAL!!!
Amanda M.G. Seewald, M.Ed - 2010
KEYS FOR FOCUS…
IMMERSION – Teach in the target language no matter what…limit English instruction
MULTIPLE INTELLIGENCES – hands-on, interactive learning leads to success
INQUIRY - all activities and lessons should help students develop the skills necessary to ask questions and answer them
COLLABORATION – Mirroring regular classroom instruction and working with your colleagues empowers teachers and learners
Amanda M.G. Seewald, M.Ed - 2010
EXAMPLE
Parts of the face and body
Science
Exploring the 5 Senses
Exploring the 5 Senses
Vocabulary
Able to ask answer questions about where each part is
Able to put parts in order
INQUIRY
PREDICTION
CONSTRUCTIVIST
INTERACTIVEExperiment
s
Response Journals or
pages
Song
Culminating Activity
http://nclrc.org/arabick12/haya/
Amanda M.G. Seewald, M.Ed - 2010
STEPS FOR CONTENT BASED CURRICULUM DEVELOPMENT
1. Start with a brainstorm
2. Look for target language
resources
3. Collaborate!!!!
4. Build activities, lessons, and
assessment tools**Get yourself out of the 2-3 month unit mindset. Imagine snapshots of meaningful
learning.
Amanda M.G. Seewald, M.Ed - 2010
Collaboration
Collaboration with colleagues is at the heart of successful content based
instruction and is extremely important to build program support.
Amanda M.G. Seewald, M.Ed - 2010
Early Literacy
First Language
Listening skills
Phonemic awareness
Concepts of print
Oral/expressive language
Second Language
Hear the rhythm of the language
Recognize sounds of the target language
Directional cues
Phrases and ideas that depict stories
http://video.ecb.org/ecb/worldlanguageassessment/Assessing_Communication_768K_Stream.wmv
Amanda M.G. Seewald, M.Ed - 2010
Balanced experience
Pathways to true literacy should include a balance of experiences for children:
READING READING READING To With By
Excerpted from Primary Purposes –Reading, Fairfax County, Virginia, 1995.
Amanda M.G. Seewald, M.Ed - 2010
Emergent Readers (pre-kindergarten through first grade):
http://www.bankstreet.edu/literacyguide/early4.html Feb. 16http://www.bankstreet.edu/literacyguide/early4.html Feb. 16
Children at this stage benefit from:
seeing reading and writing modeled through listening to good stories and seeing others write meaningful messages
supported practice while reading engaging, predictable books with pictures that clearly relate to and illustrate the story line
encouragement to experiment with writing experience with sorting words and pictures to build
letter and sound recognition experience with rhyming and other word play activities that engage students in using oral and
written language
Amanda M.G. Seewald, M.Ed - 2010
Early Readers (first grade through second grade):
know that reading needs to make sense
are more attentive to print and know more print conventions
use pictures, story patterns, context and memory of some words as well as some phonics to make sense of print
http://www.bankstreet.edu/literacyguide/early4.html Feb. 16http://www.bankstreet.edu/literacyguide/early4.html Feb. 16
Amanda M.G. Seewald, M.Ed - 2010
Children in this phase benefit from:
continued exposure to shared and guided reading of pattern stories and other predictable books, with clear print and pictures
games, activities to consolidate voice/print match and build sight word recognition
games and activities to build phonemic awareness
language experience activities
hearing, discussing, retelling a variety of stories read aloud
http://www.bankstreet.edu/literacyguide/early4.html Feb. 16http://www.bankstreet.edu/literacyguide/early4.html Feb. 16
Amanda M.G. Seewald, M.Ed - 2010
Amanda M.G. Seewald, M.Ed - 2010
Identifying and Using Authentic Resources
Art Music Realia Videos
Web sitesLiterature
The 5 minute resource hunt! Research, review, and share…
Amanda M.G. Seewald, M.Ed - 2010
Family and Community Buy-inStrategies and tools: Electronic newsletter Classroom webpage Invite parents and others into classroom to
share expertise or just visit Do a special event or show to demonstrate
learning Conduct a special project Participate in school wide or community
wide events
Amanda M.G. Seewald, M.Ed - 2010
MusicEssential to inspiring learners
George JellinekThe history of a people is found in its songs.
Billy JoelI think music in itself is healing. It's an explosive expression of humanity. It's something we are all touched by. No matter what culture we're from, everyone loves music.
Agnes de Mile (1905-93)The truest expression of a people is in its dance and music.
PlatoI would teach the children music, physics and philosophy, but the most important is music, for in the patterns of the arts are the keys to all learning.
Amanda M.G. Seewald, M.Ed - 2010
Brain function and the affects of music on language
The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
Rhythm has been found to positively influence brain activity during learning; scientists have reported that after a rhythm sequence is stopped, brain activity occurs in anticipation.
Amanda M.G. Seewald, M.Ed - 2010
Questions???
What were your favorite children’s songs and rhymes?
What English children’s songs do you know?
Do you know any rhythm or hand games?
Amanda M.G. Seewald, M.Ed - 2010
Music: Music can lower stress, boost learning when used 3
different ways:
as a carrier - using melody or beat to encode content
as arousal - to calm down or energize, as a primer - to prepare specific pathways
for learning content) impacts the immune system, and is an energy source for the brain. (Wilson, 2005)
http://www.uwsp.edu/Education/lwilson/newstuff/brain/overview%20on%20bb.htm
Amanda M.G. Seewald, M.Ed - 2010
Create your own
song!
Amanda M.G. Seewald, M.Ed - 2010
Reflection What is the benefit of thematic and
content based learning for your students? What is the benefit for you as a teacher?
How can you best plan to incorporate different learning preferences and meet the needs of diverse learners?
Describe one new idea, strategy, or activity presented or developed today that you will use in your classroom.