Technical Session 4 Child labour Endemic Countries: Challenges and Strategies.
Session # 4: Strategies
description
Transcript of Session # 4: Strategies
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Presenter Background
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“In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”~Eric Hoffer, philosopher
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Objectives• Content Objectives:
– Identify appropriate learning strategies appropriate to a lesson’s objectives.
– Incorporate explicit instruction and student practice of metacognitive and cognitive strategies into lesson plans.
– Recognize the value of scaffolding instruction and identify techniques to scaffold for verbal, procedural, and instructional understanding.
• Language Objectives:– Discuss language learning
strategies to use with students.
– Discuss the importance of asking higher-order questions to students of all proficiency levels.
– Write a set of questions with increasing levels of difficulty on one topic.
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Quick Write Brainstorm
• Write a list of the strategies that you personally employ when you come across a word or information that you do not understand.
• Explain how you teach students to employ these or similar strategies.
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Quick Write Exchange
1. Exchange papers with a partner.
2. Write a one sentence response to his/her paper.
3. Return the paper to the owner.
4. Write a one sentence summary of all information written between you and your partner.
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SIOP Strategies• The purpose of the SIOP Strategies
section is to examine our strategy instruction, not just the strategies that we employ.
• The purpose of strategy instruction is to help students to access memory, make connections, solve problems, and monitor their own learning.
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Strategy CategoriesBLM #1
Metacognitive Cognitive Social/Affective
Scaffolding Techniques
Questioning Techniques
Explicit Teaching Techniques
Experiential Techniques
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Continuum of Strategies, BLM #21. Individually brainstorm strategies for
each of the four categories.
2. Share your list with a partner. Add any strategies from their list that you had not considered.
3. Share your list with a group. Add any new strategies suggested or generated in your discussion.
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Continuum of Strategies Charts
• Add any and all strategies generated by your group to the following charts around the room:– Teacher-Centered Strategies– Teacher-Assisted Strategies– Peer-Assisted Strategies– Student-Centered Strategies
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TESOL Standards, p. 83• Goal 1, Standard 3: Students will use learning
strategies to extend their communicative competence.
• Goal 2, Standard 3: Students will use appropriate learning strategies to construct and apply their academic knowledge.
• Goal 3, Standard 3: Students will use appropriate learning strategies to extend their socio-linguistic and socio-cultural competence.
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CALLA:The Cognitive Academic Language Learning
Approach Integration of Content, Metacognition, and Cognition for Strategic Academic Success
Metacognitive Strategies:Planning
Monitoring Evaluating
Social/Affective Strategies: Questioning for
ClarificationCooperation
Self Talk
Cognitive Strategies:Resourcing Grouping
Note-takingElaboration Summarizing
Deduction/InductionImagery
Auditory RepresentationMaking Inferences
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Scaffolding Approach
Teach
Model
Practice
Apply
Whole Class
Small Group
Partners
Independent Work
Teaching by Example Scaffolded Groupings
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Common Scaffolds
• Contextualization
• Modeling
• Bridging
• Text Re-Presentation
• Schema Building
• Metacognitive Strategy Instruction
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Questioning Techniques
• Bloom’s Taxonomy:– Knowledge– Comprehension – Application – Analysis– Synthesis– Evaluation
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Explicit Teaching
• Give every detail, specific, purpose, and objective:– Who, What, When, Where, Why, and How?
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Experiential Techniques
• Facilitated realistic applications and discovery of skills:– Discovery– Experimentation– Trial and Error– Risk-Taking
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GIST, BLM #3• Get It Summarized Today/Together
– Each group is responsible to complete the GIST for one of the following concepts (as assigned) using the SIOP book, the BLM’s, handouts, etc.:
• CALLA Strategy Instruction • Scaffolding Strategies• Questioning Strategies• Explicit Techniques• Experiential Techniques
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Video Observation
Looks Like Sounds Like Feels LikeSIOP’s Strategy Component
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Putting It Together
1. Read the poem “Silence.”2. With a partner or group, write a content or
language objective including one or two appropriate learning strategies to teach/practice/review.
3. Write one question for each of Bloom’s Taxonomy levels in alignment with your lesson.
4. Share your lesson “plans” with the whole group.
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Well, …
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“You’ll notice that many of the recommended practices for children learning a second language parallel our recommendations for all students. Though all kids benefit from them, children learning a second language depend on these practices. Without them, school can be a confusing and frustrating place. With these practices, school makes sense for second language learners and they join their classmates in learning throughout the day.”
~Stephan Cary