collaborative learning for ells: active engagement from pre-k-5

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Collaborative Learning for ELLs: Active Engagement from Prek - 5th Grade

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Page 1: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Collaborative Learning for ELLs: Active Engagement from Prek - 5th Grade

Page 3: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Types of Collaboration for ELLs

• Cooperative learning• Project-Based Learning • Maker education and makerspaces

Page 4: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Protocols for Collaboration

Collaborative models can:–increase social interaction –build oral language skills–develop academic language–increase students’ self-confidence–involve active, hands-on learning

Page 5: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Protocols for Collaboration

Teachers should:–model the language of social

interaction–pre-teach academic language–Design activities with each

student’s needs/abilities in mind

Page 6: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Cooperative Learning

Page 7: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

What’s important to know…

• Lecture-led teaching is least effective for young children.

• Native speakers of English understand only 14% of a lecture.• ELLs will understand even less.• Small group learning is beneficial to ELLs.

Andrews, J. D.(2003) Teaching format and student style: Their interactive effects on learning. Research in Higher Education, Volume 14, Number 2

Page 8: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

How ELLs Benefit from Cooperative Learning

• CL supports use of each student’s learning style.

• Helps each student capitalize on her own prior knowledge

• Many ELLs come from cultures in which collaboration is the norm.

• Young learners of English are usually visual/kinesthetic learners – need hands-on.

Page 9: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

How ELLs Benefit from Cooperative Learning

• Young ELLs do best when cooperative groups have structured jobs such as illustrator, time keeper.

• ELLs benefit from comprehensible input and output.

• Peers can navigate meaning for ELLs• ELLs will produce comprehensible output

with peers

Page 10: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

What is Project-Based Learning?

Page 11: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

What is Project-Based Learning?

Project Based Learning is an inquiry-based teaching method in which students• gain knowledge and skills by working on a

project for an extended period of time • investigate and respond to a complex

question, problem, or challenge.• work toward an assigned goal.

Page 12: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Components of PBL

• Driving Question• Significant Content • 21st century competencies • In-Depth Inquiry  • Choice of project • Public Audience  

Page 13: Collaborative Learning for ELLs: Active Engagement from Pre-K-5
Page 14: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Introduce PBL

• Students know that collaboration is expected in the classroom.

• Teachers may do team-building activities at the beginning of the year and gradually add authentic collaboration on challenges and problems.

• Activities might be around one content area or across content areas.

• ELLs develop speaking and listening skills with guidance and support.

Page 15: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Project-Based Learning Resources

• Collaboration Rubric - - http://bie.org/object/document/6_12_collaboration_rubric_non_ccss

• Resources for PBL from Edutopia - http://www.edutopia.org/project-based-learning

Page 16: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Maker Education

Page 17: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

What is Maker Education?

• MAKER Education’s mission is to create more opportunities for young people to develop confidence, creativity, interest in science, technology, engineering, math and the arts through Making

• The process is more important than the product

Page 18: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Maker Education

Maker Education is a form of design and innovation in education that uses technology as a tool to empower students to get their ideas from thought to product.

Page 19: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Involving ELLs in Projects

• "To ensure the dual language learners were comfortable and engaged with the project as it unfolded, I implemented role-playing scenarios and continued to model the language by repeating project words and phrases. This type of role-playing and use of props  is a valuable  technique to use with young children.” (Jones & Shue, Young Children 2013)

Page 20: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Preschool Maker Project

Page 21: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Maker Education

• Advocates of Maker Education feel that the “spirit of play and discovery of knowledge is missing from much of formal education.” The Maker Education Initiative is working to make sure kids get more of this informal tinkering and tactile exploration experiences in school as they grow.

Page 22: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Choosing a Maker Topic

• Projects for young children are either teacher or student-initiated, but…

• topic must be relevant to all learners & help them make connections between prior knowledge and new concepts.

• Plan ahead to scaffold ELLs to make sure they are able to talk about their project.

Page 23: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Choosing a Maker Topic

Choose projects that provide: • hands-on learning activities • opportunities to work in groups or with a

partner• activities that enhance vocabulary, oral

language acquisition, and social skills. • Focuses on creating, building, making,

trying, exploring, designing

Page 24: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

What are Makerspaces?

• Makerspaces provide students with the space and materials they need to explore and extend their problem-solving skills through a tactile environment

• A Makerspace provides physical outlets for messy and creative thinking, innovating, and creating.

Page 25: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Building a Maker Space

Page 26: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Examples of Maker projects that encourage oral language

• Video production• Making puppets for puppet show• Projects where students take things apart• 3-D printing projects• Art, painting, sculpture• Sewing projects• Projects from scrap materials

Page 27: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Preschool Makers

Page 28: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Quotes

“When teachers guide DLLs through scripted dramatic play—meaning they introduce the roles and props needed for the dramatic play—they are creating a rich language environment (Jones & Shue, 2013).”

Page 29: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Maker Ed for ELLs

• We need to think of ways that Maker Ed can be applied to ELLs.

• Teachers need to preteach the language needed to talk about a project

• Students need to work in teams with native speakers, if possible.

• Projects should be presented to an audience, either in person or online

Page 30: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Tie Language to Maker Project

• “A child can learn a lot about something by making it, but if they can’t EXPRESS what they learned and share their project with others, the value of the project is lessened. ”

(Judie Haynes, 2014)

Page 32: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

Books by Karen Nemeth

• From www.gryphonhouse.com

Page 33: Collaborative Learning for ELLs: Active Engagement from Pre-K-5

http://bit.ly/1jtbasy45 ExpertsCaslon Publishing – April 2014