Setting Objectives and Providing Feedback

Chapter 3 – Hill & Flynn

Setting Objectives

▪ Focus Learning and focus teaching

▪ NCLB

▪ How can we, as teachers, develop the language proficiency of ELLs while at the same time deliver content instruction?

Four Reasons for Combining Language Objectives with Content Objectives

▪ Development from study of areas of interest

▪ Motivation

▪ Activate and +1 prior knowledge

▪ Authentic contexts

Sheltered Instruction

▪ Content based instruction

▪ Devices and procedures:

▪ Manipulatives, realia, visuals, kinesthetic, facial expressions, gestures, eye contact, short sentences, high-frequency vocabulary, reduction of idiomatic expressions, personalized language, synonyms, preview

▪ (SIOP) – Sheltered Instruction Observation Protocol

Language functions in the classroom

Agreeing and Disagreeing Apologizing Asking for assistance

Asking for permission Classifying Commanding

Comparing Criticizing Denying

Describing Questioning Evaluating

Explaining Expressing Likes/Dislikes Expressing obligation

Expressing position Hypothesizing Identifying

Inferring Planning and predicting Refusing

Reporting Sequencing Suggesting

Warning Wishing and hoping

Classroom Example

▪ Subject: Science

▪ Content Objective: To understand the sequential pattern of an experiment and how one step affects another.

▪ Needed Language Function?

▪ Explain the steps of a science experiment

▪ Language Objective?

▪ Sequence – using if-then statements

Another Classroom Example

▪ Subject: Math

▪ Content Objective: To comprehend the differences between two or more polygons.

▪ Needed language function?

▪ Classifying

▪ Language Objective?

▪ Using greater than, similar, equal to, in order to classify polygons

Identifying Vocabulary and Key Concepts

▪ Another way to set language objectives

▪ Close the gap

▪ Learning processes

Generalizations on Setting Objectives

Focus

PersonalizeBroad

Classroom Example

▪ Subject: Social Studies

▪ Content Objective: To help students understand that making choices can be difficult because it often involves trade-offs.

▪ Scenario: Students are going on a camping trip and they have $120 to spend on supplies. Students will need to make a list of supplies they will buy, how much they cost, and the reason they chose those supplies.

▪ Assessment: Initiate class discussion about the choices that they made. Which items were most commonly chosen? Which items were the least popular? What factors influenced their decision?

Language Structure and Objectives by Stages of 2nd Language Acquisition

▪ Preproduction

▪ Early Production

▪ Speech Emergence

▪ Intermediate and Advanced Fluency

Providing Feedback

▪ Comprehensible, useful, and relevant

▪ Modeling correct grammar versus overemphasizing grammar

▪ Reformulation

▪ Avoids fossilizaton

Four Generalizations for Providing Feedback

▪ Corrective

▪ Timely

▪ Criterion-referenced

▪ Self-evaluation

Classroom Recommendations

▪ Rubrics for declarative knowledge or procedural knowledge

▪ Jointly constructed rubrics

▪ Feedback on written language

▪ Student led

Feedback by Stages of 2nd Language Acquisition

Nonlinguistic Representations

Chapter 4 – Hill & Flynn

Knowledge is stored in two ways:

Suggestions for NL Representation

▪ Realia

▪ Conduct Demonstrations

▪ Use video and audio

▪ Hands-on

Generalizations from Classroom Instruction that Works

▪ Variety of activities can help students to formulate NL representations

▪ NL representations elaborate on knowledge

▪ Social Studies Example

Classroom Recommendations

Graphic Organizers

Symbols

Mental Pictures

Physical Models

Kinesthetic Activities

Classroom Example – Graphic Organizer

▪ Subject: Education

▪ Content Objective: How to teach ELL students using graphic organizers

▪ The class receives a short lecture on the importance and use of nonlinguistic representations and then creates a graphic organizer on the information they received.

▪ The graphic organizer combines linguistic information with nonlinguistic information.

Accomodation

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