Self-Start. With a partner, use the materials in the packet to see how many patterns you can create that do not involve color. Designing Dual Immersion Centers. Kerrie Neu : firstname.lastname@example.org Sharon Gracia : email@example.com. What We’re Here to Learn.
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Self-Start • With a partner, use the materials in the packet to see how many patterns you can create that do not involve color.
Designing Dual Immersion Centers Kerrie Neu: firstname.lastname@example.org Sharon Gracia: email@example.com
What We’re Here to Learn • How to design & implement centers for days 9 & 10 in Calle de la Lectura • How to meet the needs of language learners in the classroom
Experience in Centers • Task# 1: Write down characteristics of successful centers. • Task #2: Write down some of the challenges you have experienced with centers.
Why Use Centers? • Independent, self directed learning • Enhances skills & development in an authentic manner (both content & language) • Creates an optimal learning environment which allows children to explore, extend, create, respond, construct, practice, and apply skills in a meaningful and exciting manner. For Children
Why Use Centers? For Educators: Provides block of time in which to meet with individuals or small groups of students (Can-Do & other assessments) Centers are self renewing & low maintenance Readers & writers become fluent by reading & writing a great deal, from things of their own choosing and for their own purposes- centers allow for this optimal learning environment (Janet Hickman) Centers are meaningful, empowering, authentic and they work!
Dual Immersion Centers • Management • Types of Centers • Characteristics of Effective Centers • Design Centers
Management Process: • To: Explain & Model Procedures & Routines • With: Practice, Practice, Practice! • By: Students work. Reinforce through praise & appreciation Management Systems: • Free choice- using student directed chart or wheel • Semi-choice- some required centers with some free choice • Assigned-rotational system-daily or weekly
Free-Choice • Children choose from a list of activities • Teacher establishes how many students can be at each center. • A tracking system is helpful to know what each student completed.
Semi-Choice “Must Do, Can Do” • Must completed certain centers and then you can choose from other centers. • OR at each center there is a “must do” activity and then some “can do” activities.
Assigned or Rotation • Children are assigned to centers. • Flexible grouping • Timing • What to do when finished.
Role of the Teacher • What is the role of the teacher in centers?
Questions to Ask Yourself • Are my centers at my students’ independent level? • Are they the kinds of activities that students can do and enjoy? • Will the students have one or several activities to do during center time? • Will I choose, or will the students’ choose their activities? • How will I hold students accountable? • How many students will I have at each center? • Am I going to use a workboard? • Will I have a “must do” center? • Pay Now......or..... Pay later!
Two-Minute WriteWhat will you do? • Management • To, With, By • Practice procedures • Free choice, Semi-choice, or Assigned
No ONE SIZE FITS ALL
No HAN SOLO
No MISSING THE TARGET
No My shoeo is on my footo. ENGLISH
EFFECTIVE CENTERS ARE… • Communicative in purpose • Objective-based (content & language) • Differentiated • Interactive in structure • Can-Do driven • Engaging • Sustainable in target language
Turn & Talk • Turn to a neighbor and tell them the characteristics of effective Dual Immersion Centers • C.O.D.I.C.E.S.
Task: • 5 min: Write down center activities you have used or heard of. • 10 min: Share with your table.
Transforming Regular Centers into Dual Immersion Centers • Transformer dull, usual centers into fabulous, magnificent centers! • Adventures of Letterman
COMMUNICATIVE IN PURPOSE • Does the task require the students to use the language? • What language skills, functions, or forms will the children practice? • Communication: Reading, writing, listening, & speaking
Task Transformation • How can you change this common center so it is communicative in purpose? Matching game: Pairs take turns choosing cards and turning them over to see if they have a match. • Now look at one of your centers and adapt it to be more communicative.
Other Communicative Tasks • Journal- Given a prompt complete the sentence & draw a picture. • Writing letters to each other or pen-pals in the other classes
OBJECTIVE-BASED(both content and language) • Content Objective: Utah State Core Curriculum • Language objective: Can-Do Statements or Calle de la Lectura skills
Task Transformation • Change the following center so it has a content and a language Halloween Picture:
DIFFERENTIATED • Adapt for: • Academic levels • Interests • Learning types
Task Transformation • Change the center to differentiate the task for 3 different levels. Stack, Tell, Spin, Win. Each pair grabs a handful of cubes, tells the amount, and then spins a more/less spinner to see who wins.
INTERACTIVE IN STRUCTURE • Kinesthetic • Partners • Games
Task Transformation • Change the center to make it more interactive. Spelling sort worksheet. Go Fish game using word cards. When they make a match, they write the word in the box with the appropriate letter.
“CAN-DO” DRIVEN • Reading • Writing • Listening • Speaking Words, Sentences, Paragraphs
Task Transformation • Change the following task so you could use it to help you identify a Can-Do category. Listening Center Can-Do says listen to short descriptions of people. Play “¿Quiénes? Find the picture of the person or character described.
ENGAGING • Topics that are interesting to children • Hands-On
Task Transformation • Change this center to make it more engaging • Making words: Using the given letters, make as many words as you can. • Use letter squares, magnetic letters, stamps, white boards, etc.