good teaching: meeting the challenges of immersion education
DESCRIPTION
Good Teaching: Meeting The Challenges Of Immersion Education. Myriam Met [email protected]. IMMERSION What The Data Show. What The Data Show. WHAT DO WE KNOW ABOUT SCHOOLING STUDENTS IN A NEW LANGUAGE?. SCHOOLING IN A NEW LANGUAGE WORKS !. UTAH MATH SCORES 2010-2011. Academic. - PowerPoint PPT PresentationTRANSCRIPT
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IMMERSIONWhat The Data Show
Cognitive benefits• Executive control
functions• Metalinguistic awareness• Divergent thinking• Symbolic thinking and
flexibility
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What The Data Show
Academic Benefits•Reading/language
arts•Content area
performance
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WHAT DO WE KNOW ABOUT SCHOOLING
STUDENTS IN A NEW LANGUAGE?
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SCHOOLING IN A NEW LANGUAGE WORKS!
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Chinese Dual Immersion Students 1st Grade
Math Language Arts
Chinese Dual Immersion (4)
90% 88%
Monolingual (4) 83% 75%
2 Schools, 8 Classes, 221 Students
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UTAH MATH SCORES 2010-2011
• 8 DISTRICTS, 1st and 2nd Grades PARTICIPATED• CHINESE IMMERSION STUDENTS STATEWIDE AVERAGED 10% HIGHER
THAN NON-IMMERSION PEERS
Academic
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FOCUS ON OUTCOMES
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FOCUS ON OUTCOMES
1. Set targets 2. Describe end-of-year outcomes3. Integrate outcomes into content units and
lesson plans 4. Provide explicit language/literacy instruction
DO WHAT/ WITH WHAT/ HOW WELL
10
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FOCUS ON OUTCOMES
Grade Level
Total Immersion
ACTFL CAWLSK1 Novice Mid Mid Stage I2 Intermediate Low Beginning Stage II3 Intermediate Med* Mid Stage II*4 Intermediate Med* Mid Stage II*
5 Intermediate High * End Stage II/Beginning Stage
III8 Advanced Low Beginning Stage III
12 Advanced Mid Mid Stage III
At the end of
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FOCUS ON OUTCOMESIdentify end-of-year outcomes
12
On familiar topics, using more extended discourse with connected sentences, the student can . . .
Intermediate Mid
1. describe experiences (family, home, daily activity, personal preferences and needs, food, shopping, events and plans).2. state opinions and give supportive reasons.3. tell or summarize a storyline with many details.explore different ways of formulating questions.5. describe own feelings and feelings of others.6. describe and explain personal experiences and give the reactions of the individuals involved with many details. 7. create a simple dialogue related to a formal situation (banks, restaurants, stores).8. give a short presentation: on how something works, a current event, academic topic, famous person.9. ask and give directions using an Ohio/USA map.10. ask relevant clarification about directions.11. analyze grade-lvele appropriate graphs, charts, and diagrams (related to math, science and social studies).12. invite and make plans about where to go.
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Instruction:Language ObjectivesStudents can • compare _____ to ____ using “…”• predict _____ using “…”• identify how new vocabulary is related to known
vocabulary (e.g., said/uttered; benefit/beneficial).• use the language of place value, including million,
thousand, hundred.• express agreement/disagreement with peers
using sentence frames (I agree with …. in that…)
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Instruction:Language Objectives
Students can …• Defend an opinion about ____ using “…”• Demonstrate expanded use of sequence
words (initially, subsequently, ultimately)
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HIGH QUALITY INSTRUCTIONAL
STRATEGIESLANGUAGE SPECIFIC
• INPUT• OUTPUT/
INTERACTION• ENGAGEMENT
CONTENT-SPECIFIC
• LITERACY• MATH• SCIENCE ETC.
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HIGH QUALITY INSTRUCTIONAL STRATEGIES
• Integrated into unit and lesson plans• Professional development• Criteria for teacher performance
Classroom observations, mentoring and coaching
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HIGH QUALITY INSTRUCTION• Principles of practice-- Strategic repertoire• Connect curriculum, instruction, and
assessment: identify the goal, figure out how you will know you’ve achieved it, decide how to get there (strategies; materials)
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Principles of Practice
• Provide rich comprehensible input• Check for comprehension• Provide multiple and regular opportunities for
interaction and output• Ensure student engagement and motivation• Monitor student learning