Good teaching meeting the challenges of immersion education
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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.

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Good Teaching: Meeting The Challenges Of Immersion Education

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Good teaching meeting the challenges of immersion education

Good Teaching: Meeting The Challenges Of Immersion Education

Myriam Met

[email protected]


Immersion what the data show

IMMERSIONWhat The Data Show


What the data show

What The Data Show


Good teaching meeting the challenges of immersion education

WHAT DO WE KNOW ABOUT SCHOOLING STUDENTS IN A NEW LANGUAGE?


Schooling in a new language works

SCHOOLING IN A NEW LANGUAGE WORKS!


Good teaching meeting the challenges of immersion education

UTAH MATH SCORES 2010-2011

Academic

  • 8 DISTRICTS, 1st and 2nd Grades PARTICIPATED

  • CHINESE IMMERSION STUDENTS STATEWIDE AVERAGED 10% HIGHER THAN NON-IMMERSION PEERS


Good teaching meeting the challenges of immersion education

FOCUS ON OUTCOMES


Focus on outcomes

FOCUS ON OUTCOMES

  • Set targets

  • Describe end-of-year outcomes

  • Integrate outcomes into content units and lesson plans

  • Provide explicit language/literacy instruction

    DO WHAT/ WITH WHAT/ HOW WELL


Focus on outcomes1

FOCUS ON OUTCOMES

At the end of


Focus on outcomes identify end of year outcomes

FOCUS ON OUTCOMESIdentify end-of-year outcomes


Instruction language objectives

Instruction:Language Objectives

Students 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…)


Instruction language objectives1

Instruction:Language Objectives

Students can …

  • Defend an opinion about ____ using “…”

  • Demonstrate expanded use of sequence words (initially, subsequently, ultimately)


High quality instructional strategies

HIGH QUALITY INSTRUCTIONAL STRATEGIES

LANGUAGE SPECIFIC

  • INPUT

  • OUTPUT/INTERACTION

  • ENGAGEMENT

CONTENT-SPECIFIC

  • LITERACY

  • MATH

  • SCIENCE

    ETC.


High quality instructional strategies1

HIGH QUALITY INSTRUCTIONAL STRATEGIES

  • Integrated into unit and lesson plans

  • Professional development

  • Criteria for teacher performance Classroom observations, mentoring and coaching


High quality instruction

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)


Principles of practice

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


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