Empowering Diver seLea r ner s

Resea r ch- Ba sed St r a t egies f or Success

Rebecca Bl ouwol f fWel l es l ey Middl e School

Wel l es l ey, MAACTFL Tea cher of t he Yea r

Diverse learners may …• have IEPs• have 504s• be ELL students• have ADHD• have anxiety• take remedial courses such as Reading• qualify for services that their families decline• need support but not qualify for it

EVERY learner is unique

Why Help Diverse Learners?•We’re teachers – it’s what we do!•Ethical & professional obligation• ACTFL position statement•Good for all students• Increase enrollment•Retain students•Normalize multilingualism•Show that World Language teachers ROCK

Hold - Ups

Available at https://leveluplanguage.weebly.com/tpt -hold- ups.html

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Input - Ba sed Ma t ching Ta sks

make understanding visible5

Non- Ver ba l Sor t ing Ta sks

make understanding visible6

•Yes- no• Forced- choice•WH (who, wha t , where…)• Open- ended

Question Sequences

•Did Julien want to wear that outfit?•Did he want to wear jeans or a suit?•Why did he want to wear jeans?•Tell me about what you like to wear & when

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Marzano Strategies for Learning

• Highlights from his 9 strategies• Examples from middle school WL

classroom• Adaptable to other settings• Pair well with proficiency, authentic

resources, and IPA- style assessments

1.

Ident if ying Simil a r it ies & Dif f er ences

45% increase in achievement

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“Presenting students with explicit guida nce in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.”

Compare & Contrast wit h Ta r get Cul t ur e

French 7 double- bubble comparing & contrasting shelter pet with own pet (made on Popplet app)

Linguistic ComparisonsComparing how adjectives change for masculine & feminine forms:

Adjectif “normal” (+e)

Adjectif “bizarre”(+ !?!?)

Adjectif“invariable”(ne change pas)

grand mignon (mignonne)

timide

intelligent sportif (sportive) russe

2.

Summa r izing & Not et a king34% increase in achievement

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“Series of questions that teacher provides to students to highlight critical elements for specific types of information”

Summarizing & NotetakingAs you listen to your classmates share their attractions and events, take notes in FRENCH. You will use these notes during a class discussion about choosing an itinerary for the trip.

Comment s’appelle l’attraction/l’évènement?

Qu’est-ce que c’est? (un musée? un parc? une église? etc.)

Où est-ce que c’est?

Quand est-ce que je peux visiter?

Pourquoi veux-tu visiter cet endroit?

Est-ce près ou loin de l’hôtel?Comment puis-je aller là-bas?

3.

Reinf or ce Ef f or t & Pr ovide Recognit ion

29% increase in achievement

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Rubric For Self - Assessment

FromClassroom Instruction that Works by Marzano

Suggestions:• Review mistakes with teacher• Spend more time preparing• Change your study strategies•Consider how you use class time• Stay positive• Review your test- taking strategies• Attend extra help to brainstorm with your teacher

See grit documents here: https:// goo.gl/R2xn47

4.

Non- Linguis t ic Repr esent a t ions

27% increase in achievement

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Non- Linguis t ic Repr esent a t ions

Listen & DrawTeacher describes and students draw, then compare resultsStudents take turns describing and drawing in pairs

Options for Wor king wit h Voca bul a r y

• L1- L2 translation•application• visual representation•physical movement

See full document here: https:// tinyurl.com/vocaboptions

Interviews with Rotating Pa r t ner s

Plan one movement- based task per class

Flashmob Chor eogr a phy

My favorite brain breaks can be found here: https://goo.gl/YectPb

5.

Cooper a t ive Lea r ning27% increase in achievement

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Cooperative LearningMUST INCLUDE: “positive interdependence, face- to - face interaction, individual accountability, social skills, group processing”

Group ConversationsInterpersonal group speaking assessment using TALK rubric & jewels for accountability

Learn more about this task here: https://goo.gl/celVfF

6.

Set Obj ect ives & Pr ovide Feedba ck

23% increase in achievement

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What’s The Course Per f or ma nce Ta r get ?

How am I performing against our target?

Do I know & understand the r el eva nt pr of iciency Level s?

Lesson plan here:http:// www.creativelanguageclass.com/explaining - proficiency - levels- to - students /

What’s MY Goal? Am I getting there?

Make your own EPIC signs here: https:// leveluplanguage.weebly.com/be - epic.html

How does my teacher help me grow?

Good Strategies for ALL LearnersMa ke t hese pa r t of your r eper t oir e

Help those students with:

○ ADHD○ slow processing○ difficulty t a king notes○ a nxiety○ t rouble seeing “the big picture”○ wea k working memory○ wea k execut ive funct ion○ …a nd everyone else!

What will CLICK f or your s t udent s?

Learning Challenge

Identify Similarities & Differences

Summarizing & Notetaking

Reinforce effort & Provide

recognition

Non- linguistic representations

Cooperative Learningthoughtful grouping

Set objectives & provide feedback

ADHD X X X X XExecutive

function X X X XWorking memory X X X X

Anxiety X X X X XSlow

processing X X X X XWritten

production X X X X X36

Free Article in ACTFL’s The Language Educator

37click HERE to read

thanks!

What are your questions?What would you like to try?

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Let’s keep in touch!

@MmeBlouwolff

blouwolffr@wellesleyps.org

mmeblouwolff.weebly.com