Strategic Methods for Teaching English Language Learners

8/11/2019 Strategic Methods for Teaching English Language Learners

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Katelin RudeenGeno SalomoneRoxanne Suttles


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Strategies

ScaffoldingTechniques

Higher-OrderQuestioning

LearningStrategies

ProceduralVerbalMetacognitive

Cognitive

Social/ Affective

Lesson


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Important to know:Declarative Knowledge: What is it? Procedural Knowledge: How do I do it

Conditional knowledge: When and whydo I use it?(We teach this through explicit instruction)


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Cognitive Strategies Relates to the individuals own experience (self

regulated learning) Building organization and understanding through:

Making connections to prior experiences Physically manipulating material (graphic organizer, taking notes, etc.) Mentally organizing material


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Social/Affective Strategies The effect social encounters within the learning

environment have on ones own learning Learning can be enhanced through: Group work

Group discussion Partner editing Debate etc.


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A Quick Overview of Learning Strategies: Mnemonics

RhythmHelpsYourHipsMove

SQP2RS GIST (Generating

Interactions between Schemataand Text)- To get the mainidea)

RehearsalStrategies- The act ofpracticing memorization through

engagement (using a game,flash cards, etc.

Graphic Organizers Comprehension Strategies

(prediction, self-monitoring, etc) Directed Reading-Thinking

Activity (DRTA)- Modelingstrategic thinking by making predictionsabout the text while reading (revisitpreviously made predictions)

CALLA- (Cognitive AcademicLanguage Learning Approach)


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Important to know: CALLA Teachers explicitly teach the learning strategies and have students

apply them to instructional tasks. Follows the belief system that:1. Mentally active learners are better learners2. Strategies can be taught3. Learning strategies transfer to new tasks4. Academic language learning is more effective

with learning strategies


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SQP2RS (Squeepers) Survey- To preview and scan the text beforehand Question- To ask questions that you think may be answered in the text Predict- As a group/class, come up with a few key concepts they

they will learn while reading Read- (Guided) Read while searching for answers to answer questions as

well as demystifying predictions Respond- Students answer questions that were answered in the text, and

formulate new questions for future discussion. Teacher leads dkey concepts, including vocabulary

Summarize- Students summarize key concepts Thcen


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Based on Vygotskys theory of Zone of Proximal Deve(ZPD) .

Referred to as gradual release of responsibility (GRR)Pearson and Gallagher.

Scaffolding: The assistance provided by a teacher.

for English LanguageLearners


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Paraphrasing Think-Alouds Reinforcing contextual

definitions

Provide correctpronunciations by repeatingstudents responses

Slowing speech, increasingpauses, and speaking inphrases

Instructional framework(Steps of Instruction)

Modeling Small group instruction for newly lea

strategy

Partnering for reading activities (withadvanced readers).

for English Language

Learners


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Questions promoting critical-thinking. Blooms Taxonomy Revised:


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Teachers: Difficult to think -on- feet. Question-Answer Relationship

Students:

Use of hypotheses Question-asking to construct meaning.

English Language Learners: Low-level questions can be altered to promote

critical thinking.


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Documents

Strategic Methods for Teaching English Language Learners