empowering diverse learners research-based strategies for
TRANSCRIPT
Empowering Diver seLea r ner s
Resea r ch- Ba sed St r a t egies f or Success
Rebecca Bl ouwol f fWel l es l ey Middl e School
Wel l es l ey, MAACTFL Tea cher of t he Yea r
Diverse learners may …• have IEPs• have 504s• be ELL students• have ADHD• have anxiety• take remedial courses such as Reading• qualify for services that their families decline• need support but not qualify for it
EVERY learner is unique
Why Help Diverse Learners?•We’re teachers – it’s what we do!•Ethical & professional obligation• ACTFL position statement•Good for all students• Increase enrollment•Retain students•Normalize multilingualism•Show that World Language teachers ROCK
Hold - Ups
Available at https://leveluplanguage.weebly.com/tpt -hold- ups.html
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Input - Ba sed Ma t ching Ta sks
make understanding visible5
Non- Ver ba l Sor t ing Ta sks
make understanding visible6
•Yes- no• Forced- choice•WH (who, wha t , where…)• Open- ended
Question Sequences
•Did Julien want to wear that outfit?•Did he want to wear jeans or a suit?•Why did he want to wear jeans?•Tell me about what you like to wear & when
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Marzano Strategies for Learning
• Highlights from his 9 strategies• Examples from middle school WL
classroom• Adaptable to other settings• Pair well with proficiency, authentic
resources, and IPA- style assessments
1.
Ident if ying Simil a r it ies & Dif f er ences
45% increase in achievement
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“Presenting students with explicit guida nce in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.”
Compare & Contrast wit h Ta r get Cul t ur e
French 7 double- bubble comparing & contrasting shelter pet with own pet (made on Popplet app)
Linguistic ComparisonsComparing how adjectives change for masculine & feminine forms:
Adjectif “normal” (+e)
Adjectif “bizarre”(+ !?!?)
Adjectif“invariable”(ne change pas)
grand mignon (mignonne)
timide
intelligent sportif (sportive) russe
2.
Summa r izing & Not et a king34% increase in achievement
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“Series of questions that teacher provides to students to highlight critical elements for specific types of information”
Summarizing & NotetakingAs you listen to your classmates share their attractions and events, take notes in FRENCH. You will use these notes during a class discussion about choosing an itinerary for the trip.
Comment s’appelle l’attraction/l’évènement?
Qu’est-ce que c’est? (un musée? un parc? une église? etc.)
Où est-ce que c’est?
Quand est-ce que je peux visiter?
Pourquoi veux-tu visiter cet endroit?
Est-ce près ou loin de l’hôtel?Comment puis-je aller là-bas?
3.
Reinf or ce Ef f or t & Pr ovide Recognit ion
29% increase in achievement
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Rubric For Self - Assessment
FromClassroom Instruction that Works by Marzano
Suggestions:• Review mistakes with teacher• Spend more time preparing• Change your study strategies•Consider how you use class time• Stay positive• Review your test- taking strategies• Attend extra help to brainstorm with your teacher
See grit documents here: https:// goo.gl/R2xn47
4.
Non- Linguis t ic Repr esent a t ions
27% increase in achievement
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Non- Linguis t ic Repr esent a t ions
Listen & DrawTeacher describes and students draw, then compare resultsStudents take turns describing and drawing in pairs
Options for Wor king wit h Voca bul a r y
• L1- L2 translation•application• visual representation•physical movement
See full document here: https:// tinyurl.com/vocaboptions
Interviews with Rotating Pa r t ner s
Plan one movement- based task per class
Flashmob Chor eogr a phy
My favorite brain breaks can be found here: https://goo.gl/YectPb
5.
Cooper a t ive Lea r ning27% increase in achievement
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Cooperative LearningMUST INCLUDE: “positive interdependence, face- to - face interaction, individual accountability, social skills, group processing”
Group ConversationsInterpersonal group speaking assessment using TALK rubric & jewels for accountability
Learn more about this task here: https://goo.gl/celVfF
6.
Set Obj ect ives & Pr ovide Feedba ck
23% increase in achievement
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What’s The Course Per f or ma nce Ta r get ?
How am I performing against our target?
Do I know & understand the r el eva nt pr of iciency Level s?
Lesson plan here:http:// www.creativelanguageclass.com/explaining - proficiency - levels- to - students /
What’s MY Goal? Am I getting there?
Make your own EPIC signs here: https:// leveluplanguage.weebly.com/be - epic.html
How does my teacher help me grow?
Good Strategies for ALL LearnersMa ke t hese pa r t of your r eper t oir e
Help those students with:
○ ADHD○ slow processing○ difficulty t a king notes○ a nxiety○ t rouble seeing “the big picture”○ wea k working memory○ wea k execut ive funct ion○ …a nd everyone else!
What will CLICK f or your s t udent s?
Learning Challenge
Identify Similarities & Differences
Summarizing & Notetaking
Reinforce effort & Provide
recognition
Non- linguistic representations
Cooperative Learningthoughtful grouping
Set objectives & provide feedback
ADHD X X X X XExecutive
function X X X XWorking memory X X X X
Anxiety X X X X XSlow
processing X X X X XWritten
production X X X X X36
Free Article in ACTFL’s The Language Educator
37click HERE to read
thanks!
What are your questions?What would you like to try?
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Let’s keep in touch!
@MmeBlouwolff
mmeblouwolff.weebly.com