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presents. A presentation by Pauline Gibbons Tuesday 9 August 2011 at Darwin High School 5:00 – 6:30pm. Pauline Gibbons presents. Colleen Combe (ATESOL NT) introduces Pauline and welcomes audience to Larrakia country

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    1. presents... A presentation by Pauline Gibbons Tuesday 9 August 2011 at Darwin High School 5:00 – 6:30pm Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    2. Pauline Gibbons presents • Colleen Combe (ATESOL NT) introduces Pauline and welcomes audience to Larrakia country • Pauline begins presentation by acknowledging the diversity of the audience – teachers working in remote/urban migrant/Asylum Seekers/refugees contexts • Insert picture Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    3. Successful languages programs... • Pauline begins by relating the story of Jonathon Welch’s inspiring work with “Choir of Hard Knocks” and what we learn from the successes of the choir • Underlying principle relevant here is that he treated/considered people as who they could become and not as they were then. This meant people grew into a new identity while keeping their own identity. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    4. Successful languages programs... • Pauline outlines THREE essential factors of successful programs: • High Expectations • Firm and rigorous planning and teaching • High support Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    5. High challenge, high support classrooms • Pauline displays quadrant model Insert pic Based on Mariani 1997; Refer to Pauline Gibbons “Scaffolding Language , Scaffolding Learning” 2002; Jennifer Hammond “Scaffolding” 2001 Chapter 1 What is Scaffolding? Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    6. High challenge, high support classrooms • Marioni 1997 - Teaching Learning Zones • High Challenge/High Support – Zone of Proximal Development (ZPD) • High Challenge/Low Support – Frustration/Anxiety Zone • Low Challenge/High Support – Comfort zone - learned helplessness • Low Challenge/Low Support - Boredom • High Challenge Tasks – where students transform knowledge/skills into something different (synthesis) • All students can achieve at higher levels and equity gaps can be reduced/erased when provided with High Challenge/HighSupport tasks Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    7. Let’s define “scaffolding” • Pauline states that this term is losing its meaning somewhat and states that scaffolding is temporary help that a teacher gives about how to do something, which is future oriented, so the learner can be independent in a new context in the future in this skill. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    8. Key features of a scaffolded language program: • Integration of language with ‘content’ • Planned opportunities for development of ‘literate spoken language’ development as a bridge to reading and writing • Use of micro- scaffolding • Planned use of L1 (Mother Tongue) • Message abundancy English Learners, Academic Literacy, and Thinking , Learning in the Challenge Zone Pauline Gibbons, University of Technology, Sydney, Australia ISBN 978-0-325-01203-2 / 0-325-01203-2 / 2009 / 208pp / Paperback Imprint: HeinemannGrade Level: 4-8 Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    9. Integration of language & content Pauline makes the following points about this feature: • Language objectives are planned for, in teaching teams (bilingually if possible) for explicit language objectives at function level (eg-generalising) down to word level Learning to Learn in a Second Language 1991 Chapter Two • In content areas, what language will students need to access this content and do the activities? Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    10. Integration of language & content There needs to be an integration of language teaching with the teaching of subject content Eg: Maths Outcomes and Language Outcomes Planning for language objectives should implemented at a Unit of Work level. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    11. Integration of language & content 2 Pauline shares two strategies from her books to illustrate how to plan for development of literate spoken language in EAL/D learners: • Barrier Crosswords, where pairs of students work together; A describes the ‘thing’ (eg- “glacier”) and might say ‘huge slab of floating ice’ while B has to look at the crossword worksheet and write in ‘glacier’. This provides opportunities to practice academic English. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    12. Barrier Crosswords • An example from... Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    13. Integration of language & content 3 2. Split dictation, please see book for clarification. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    14. Planned opportunity to use ‘literate talk’ Please see book Refer to : Scaffolding Language, Scaffolding Learning Teaching Second Language Learners in the Mainstream Classroom Pauline Gibbons, University of Technology, Sydney, Australia ISBN 978-0-325-00366-5 / 0-325-00366-1 / 2002 / 176pp / PaperbackImprint: HeinemannGrade Level: K-8 Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    15. Planned opportunity to use ‘literate talk’ • The process of language development is as important as the curriculum subject content. • In an example of an ESL student’s oral English learning, the student was given 3 attempts at explaining an experiment with magnets (in interaction with the teacher with the class listening). With each attempt the student improved considerably.  .. Learning to Learn in a Second Language 1991 Chapter Three Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    16. From oracy to literacy Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    17. “Tell others” pg.... • Planned opportunities for the development of spoken language which develops into writing. • Step 1: talking while doing • Step 2: telling others • Step 3: early writing • Step 4: writing a science text Pg 43-44 “Scaffolding Language, Scaffolding learning” Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    18. “Tell others” pg.... Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    19. Use of scaffolding Often teachers use micro-scaffolding intuitively, but a time for this needs to be planned for, so that teacher utterances (inc questioning) allowing for learners to do the extended talk and the teacher to listen so that the teacher is listening for meaning, not for a ‘pre-scripted’ answer. • Insert pic Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    20. Use of message abundancy • Pauline shares a scenario of a class using the stimulus of ‘Myth Busters’ to learn scientific language via this ‘abundancy’ model..(focus on notion of different kinds of ‘variables’). • Student watch video together • Students talk about the video in interaction with teacher and this is recorded on the whiteboard in blue marker • Teacher then re-casts intoscientific language besides blue writing in red marker • On wall is a technical glossary of field language re to the topic of study (independent, dependent and controlled variables) • Students therefore have a number of opportunities to understand the key concept in a number of ways (through watching video, using everyday and technical language for the same idea, seeing both written, seeing everyday and technical language distinguished through colour coding, referring to technical glossary). Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    21. Use of message abundancy • Pauline stresses ‘amplified’ not ‘simplified’ and that teachers should give the message several times in different sections of the unit of work, repeatedly • Language scaffolding is planned in advance and yet responsive to student utterances Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    22. Role of Mother Tongue or L1 • Support in the first language (L1) makes a huge difference to learning • Research says learning literacy skills in first language really sets students up for learning in second language (L2) Learning to Learn in a Second Language 1991 Pg 2 • Pauline shared one bi-lingual model, there are several... Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    23. Learning through two languages Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    24. Role of Mother Tongue or L1 One bi-lingual model... • Mother Tongue taught as a curriculum subject • PLUS • MT used as a bridge to English (concepts) • PLUS • Rigorous and planned ESL teaching alongside learning area (content). (a model used in the NT for many years) Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    25. Role of Mother Tongue or L1 Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    26. Teacher disposition • Pauline’s favourite researcher and writer is Neil Mercer who says: “It is in the interaction between teacher and student where learning happens or fails to happen.” http://www.bath.ac.uk/csat/seminars/documents/Mercer_Reading.pdf Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    27. Teacher disposition • Qualities of successful language teachers in high challenge classrooms: • See students as who they can become • Are less concerned with covering content than with uncovering a subject Do Less/Go Deeper • Are reflective practitioners • See linguistic/cultural diversity as a resource not a problem. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    28. Closing... • Colleen thanked Pauline Gibbons and presented her with a gift from Northern Territory ATESOL • Insert photos Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT

    29. Pauline Gibbons 9 Aug 2011 ATESOL NT Darwin NT