Valuing Diverse Students

1. Valuing Diverse Students Marjorie Hall Haley, PhD - GMU

2. Teaching Foreign Languages Video Library • This video library illustrates effective instruction and assessment strategies for teaching foreign languages • There are 27 videos that may be viewed at www.learner.org Marjorie Hall Haley, PhD - GMU

3. Think/Pair/Share • What are your beliefs about diverse learners? • In what way(s) do the changing demographics impact classroom diversity? • How do you define diverse? Marjorie Hall Haley, PhD - GMU

4. Identification • Students come from many racial/cultural/ethnic/SES/linguistic backgrounds • “Exceptional” indicates abilities ranging from gifted to physical, emotional, or learning disabilities Marjorie Hall Haley, PhD - GMU

5. Pedagogical Implications • Students having different proficiency/linguistic levels • Students having different native/heritage languages • Students with different academic levels Marjorie Hall Haley, PhD - GMU

6. Think/Pair/Share Think of nonverbal answering practices (body language) that are commonly used in classrooms and brainstorm with a partner to create a list like the following: pointing, hand raising, standing on line, etc. Marjorie Hall Haley, PhD - GMU

7. Think/Pair/Share • What are some instructional strategies and assessment practices that work effectively with the wide variety of diverse learners? Marjorie Hall Haley, PhD - GMU

8. Learner Preferences • What are some strategies to learn about students’ multiple intelligences and/or learning styles? Marjorie Hall Haley, PhD - GMU

9. Now think about…. • How these may be integrated into an early phase of a lesson. • Other ways students could use the list you generated to signal their comprehension. Marjorie Hall Haley, PhD - GMU

10. Other Important Pedagogical Implications • Multiple Intelligences • Learning Styles • Learning Strategies Marjorie Hall Haley, PhD - GMU

11. Multiple Intelligences • Verbal/Linguistic • Logical/Mathematical • Bodily/Kinesthetic • Naturalist • Visual/Spatial • Musical/Rhythmic • Interpersonal/Social • Intrapersonal/Introspective Marjorie Hall Haley, PhD - GMU

12. Bodily/Kinesthetic: Role playing; dancing; TPR, TPRS, hands-on learning Interpersonal/Soc: Cooperative teams, paired activities Intrapersonal: Independent study Log/Math: word order activities, pattern games, classifying and categorizing, cause and effect Multiple Intelligences Marjorie Hall Haley, PhD - GMU

13. Musical/Rhythmic: write jingles, jazz chants, musical cloze Naturalist: describe changes in local environment Verbal/Linguistic: debates, story telling, word games Visual/Spatial: drawing a response, video exercises, graphic organizers Multiple Intelligences Marjorie Hall Haley, PhD - GMU

14. Learning Styles A learning style is a general approach a learner uses to learn a new language (Scarcella & Oxford, 1992). Marjorie Hall Haley, PhD - GMU

15. Learner Styles can be categorized into 3 areas: • Global • Analytic • Integrated Marjorie Hall Haley, PhD - GMU

16. Learning Strategies • Metacognitive: planning for learning, monitoring one’s own comprehension and production, and evaluating how well one has achieved a learning objective. • Cognitive: manipulating the material to be learned mentally or physically Marjorie Hall Haley, PhD - GMU

17. Learning Strategies (cont’d) • Social/Affective: either interacting with another person in order to assist learning, as in cooperative learning, and asking questions for clarification, or using affective control to assist learning tasks (Chamot & O’Malley, 1994). Marjorie Hall Haley, PhD - GMU

18. Ask Yourself These Questions • What do you believe are the advantages of teaching culturally, linguistically, and cognitively diverse students? • What experiences do you have with people whose cultural backgrounds are different from yours? Marjorie Hall Haley, PhD - GMU

19. Ask Yourself These Questions 3. How do you accommodate the special needs of heritage language learners? Marjorie Hall Haley, PhD - GMU

20. In the video you will see…. • Ways to work with multilevel classes in the same room & at the same time (Shuffleton and Fu). • How important grouping and cooperative learning are in working with diverse learners. Marjorie Hall Haley, PhD - GMU

21. In the video you will see…. • Strategies to create a positive learning environment for HL and EL learners in the same class. • How teachers help students to value the diversity of their classmates. Marjorie Hall Haley, PhD - GMU

22. Theory & Research Informing Practice • Teaching practices must be underscored by theory and research. • Evidence on this can be collected using teacher action research. • TFL Library showcases practicing teachers demonstrating “theory to practice” Marjorie Hall Haley, PhD - GMU

23. TFL Video Library is a wonderful resource!! • It’s free! • It’s easily accessed • It reaches many languages across all grade levels • It’s useful for new and “not so new” teachers • Did I mention it’s “FREE!” Marjorie Hall Haley, PhD - GMU

24. To Access the Library • Go to www.learner.org Marjorie Hall Haley, PhD - GMU