Agenda. Gradual Release of Responsibility ModelChecking for UnderstandingLesson Re-DesignQuestioning in the ELD classroom. How do you learn new things?. Pick one of the following activities.Think about how you learned the activity.Share with a partner your experience with how you learned.List similarities with your learning process..
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1. Lesson Design and Instructional Strategies for ELD Karina Martir
2. Agenda Gradual Release of Responsibility Model
Checking for Understanding
Questioning in the ELD classroom
3. How do you learn new things? Pick one of the following activities.
Think about how you learned the activity.
Share with a partner your experience with how you learned.
List similarities with your learning process.
4. Learned how to… ride a bike
tie your shoe
use new computer software
5. In some classrooms…
6. “I do it” > “You do it alone” I show you how I swim.
7. In other classrooms…
8. “You do it alone” You jump in alone or “sink or swim”
9. Or you might see this…
10. “I do it” “We do it” “You do it”
11. Gradual Release of Responsibility
12. “I do it” “We do it” “You do it together” “You do it”
13. Instructional Delivery 9-9:15
14. How do I use the GRR Model? The GRR model is not necessarily a lesson template.
It is a frame of reference to guide your lesson.
15. Instructional Planning & Delivery 8:30-8:45
17. Focus Lesson “I do it” Teacher must clearly establish a purpose: ELD Language Objective
Three methods used most often in focus lessons are:
5-20 minutes Establishing purpose does not simply mean posting the standard on the wall. Students need to be involved with the process, to talk about the purpose and understand the goal of instruction. Students need to have clear expectations of purpose, and activities that are linked with the purpose. It is the critical goal component of the focus lesson.
Three Methods often used are closely related, they serve different purposes Establishing purpose does not simply mean posting the standard on the wall. Students need to be involved with the process, to talk about the purpose and understand the goal of instruction. Students need to have clear expectations of purpose, and activities that are linked with the purpose. It is the critical goal component of the focus lesson.
Three Methods often used are closely related, they serve different purposes
18. Language Objective Students will be able to (Language Function),
using (Grammar Form) …..
Students will be able to: make predictions,
using: future progressive tense.
20. Why use language functions? Give a reason to use language
Are used in both academic & social discourse
Can develop higher level thinking
Are embedded in reading/language arts and other subject areas
Are used at every phase level
21. Sample Language Functions
22. Modeling Think aloud/Metacognitive Awareness
Katie/blouse Katie’s blouse
The dog/bone The dog’s bone
The teacher/students The teacher’s students
23. Focus Lesson “I do it” Think-alouds
Combines cognition and metacognition as the teacher shares how he or she uses both to understand the content.
Write it out before you do it in front of the class.
Keep it tight and brief. (Think like the expert you are!)
24. Focus Lesson “I do it” Metacognitive Awareness
Extends the cognition through monitoring the use of the content being learned
Instructional Strategies may look like:
Public Problem Solving
25. Metacognition Knowledge of general strategies for learning, thinking and problem-solving
Rehearsal-repeating words or terms
Organizational- outlining, drawing, thinking maps, graphic organizers, etc.
Knowledge about cognitive tasks
Knowledge of what strategies to use and how to use them
Knowledge of one’s own strengths and weaknesses in relation to cognition and learning
Integrating knowledge of strategies, task at hand GIVEN your knowledge of self as learner
26. Metacognition In order for students to self-regulate, they have to:
Be aware of what they are doing
Monitor as they work & process their experiences
Reflect on what works & doesn’t, as they get to know their own learning strengths & weaknesses
Metacognition does not naturally occur in all students without explicit instruction in how to monitor their own learning.
27. Break into ELD level groups Pick a unit from your Teacher’s Edition
As a group identify a language objective for the unit and rewrite it using a language function, grammar usage and desired outcome.
28. ELD Modeling Write down what the teacher modeling will look like for your unit.
Be prepared to present your modeling to the group.
29. Guided Instruction
31. Guided Instruction “We do it” Where the cognitive load begins to shift from teacher to student.
Strategic use of cues, prompts, & questions
Begin planning differentiated instruction based on the needs of the students Teacher has carried the load of knowing the responsibility for knowing, leading learners through modeling, and demonstrating the metacognitive awareness that one needs.
Preplanning questions is key!
Teacher has carried the load of knowing the responsibility for knowing, leading learners through modeling, and demonstrating the metacognitive awareness that one needs.
Preplanning questions is key!
32. Guided Instruction “We do it” Effective Instructional Strategies may include:
Student Think-alouds after teacher has modeled
33. Guided Practice Checking for understanding
White boards, choral response, think-pair-share, 4 Square/Group of 4, etc.
What are some reasons to check for understanding?
34. ELD level groups As a group write down what your guided instruction will look like.
Include at least one form of checking for understanding and why that CFU strategy is appropriate.
37. Collaborative Provides opportunity for students to work together to complete specific tasks.
Students work together to solve problems, discover information, and complete projects.
Teacher works with small groups, while the other students are engaged in meaningful activities
38. Collaborative Effective Instructional Strategies may include:
Graphic organizers or Thinking Maps
Labs or simulations
Skills Practice (especially true of actions that students need to know to automaticity)
39. Collaboration by ELD Levels Basics: Students use language objective with sentence stems to present dialogue in front of class.
A: Students use language objective with self created sentences to present dialogue in front of class.
B: Students use language objective to create story to present dialogue in front of class.
40. Collaboration by ELD Levels C: Students use language objective to create mini-drama to present in front of class.
1P: Students use language objective to create a short play to present in front of class.
41. ELD Collaboration Write down what the collaboration will look like for your ELD unit.
Please note how you will group students, and what will they work together to produce.
42. Independent Practice
44. Independent Practice Provides students with opportunities to apply what they have learned through focus lessons, guided instruction, and collaborative learning.
Should help students become increasingly self-directed and engaged.
Not a pile of worksheets or packets
If homework, concept needs to be previously taught and learned. Could be writing to prompts as well. Independent learning centers.Could be writing to prompts as well. Independent learning centers.
45. Examples of Independent Practice What are some effective examples of independent practice?
What are some ineffective examples of independent practice?
46. ELD Independent Practice As a group write down what your ELD independent practice will look like for your unit.
47. Indicators of a GRR Classroom Focus Lessons:
The teacher establishes the purpose of the lesson
The teacher uses “I” statements to model thinking
Questioning is used to scaffold instruction
The lesson builds on metacognitive awareness, especially indicators of success
Focus lessons move to guided instruction, not immediately to independent learning.
48. Indicators of a GRR Classroom Guided Instruction
Small-group arrangements are evident
Grouping changes throughout the semester
The teacher plays an active role in guided instruction, not just circulating and assisting individual students
Dialogue occurs between students and teachers as they begin to apply a strategy or skill
Teacher uses cues and prompts to scaffold understanding when a student makes an error and does not immediately tell the student the correct answer
49. Indicators of a GRR Classroom Collaborative Learning
Small-group arrangements are evident
Grouping changes throughout the year
The teacher has modeled concepts that students need to complete collaborative tasks
Students have received guided instruction of the concepts needed to complete the collaborative tasks
50. Indicators of a GRR Classroom Independent Learning
Students have received focused lessons, guided instruction, and collaborative learning experiences related to the concepts needed to complete the independent task
Independent tasks extend beyond practice to application and extension of new knowledge
51. Questioning Carousel Go around the room and give reasons for each of the questions.
52. When might recitation questioning be used? Review before a test
Check for understanding (choral response, white boards, etc.)
Provide opportunities for practice
Model good questioning for students
Assess student knowledge (before, during or after instruction)
53. Practice with purpose Look at the purpose for questioning and develop questions for the text excerpt.
54. Why is it important to establish a purpose for questioning? Guides instruction and learning
Provides depth and complexity for the material
57. ELD Questioning Go through your re-designed lesson and create questions with purpose for each section of the Gradual Release of Responsibility.
Thank you for your time!