Lesson Design and Instructional Strategies for ELD

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Lesson Design and Instructional Strategies for ELD

• Karina Martir

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Agenda

• Gradual Release of Responsibility Model
• Checking for Understanding
• Lesson Re-Design
• Questioning in the ELD classroom

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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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Learned how to

• ride a bike
• tie your shoe
• use new computer software

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In some classrooms
Teacher Responsibility
I do it (Teacher)
Focus Lesson
You do it alone (Student)
Independent
Student Responsibility
Adapted from Doug Fisher Nancy Frey, 2008
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I do it gt You do it alone

• I show you how I swim.

• Now you swim.

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In other classrooms
Teacher Responsibility
You do it alone (Student)
Independent
Student Responsibility
Adapted from Doug Fisher Nancy Frey, 2008
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You do it alone

• You jump in alone or sink or swim

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Or you might see this
Teacher Responsibility
I do it (Teacher)
Focus Lesson
We do it (Teacher/Student)
Guided Instruction
You do it alone
Independent
Student Responsibility
Adapted from Doug Fisher Nancy Frey, 2008
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I do it We do it You do it
I show you how I swim.
I give you cues, prompts and questions.
You practice independently.
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Gradual Release of Responsibility
Teacher Responsibility
I do it (Teacher)
Focus Lesson
We do it (Teacher/Student)
Guided Instruction
You do it together (Student/Student)
Collaborative
You do it alone (Student)
Independent
Student Responsibility
Adapted from Doug Fisher Nancy Frey, 2008
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I do it We do it You do it together You do
it
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Instructional Delivery
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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.
• Checklist

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Instructional Planning Delivery
The WHAT the standards/ content/skills
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(No Transcript)
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Focus LessonI do it

• Teacher must clearly establish a purpose ELD
  Language Objective
• Three methods used most often in focus lessons
  are
• Modeling
• Metacognitive awareness
• Think-alouds
• 5-20 minutes

Adapted from Doug Fisher Nancy Frey, 2008
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Language Objective

• Students will be able to (Language Function),
  
• using (Grammar Form) ..
• Students will be able to make predictions,
• describe objects,
• sequence events,
• using future progressive tense.
• comparative adjectives.
• adverbs.

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The Language Objective
Language FUNCTION
Desired Language Result
Grammar FORMS
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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

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Sample Language Functions
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Modeling

• Think aloud/Metacognitive Awareness
• Katie/blouse Katies blouse
• The dog/bone The dogs bone
• The teacher/students The teachers students

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Focus LessonI 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!)

Adapted from Doug Fisher Nancy Frey, 2008
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Focus LessonI do it

• Metacognitive Awareness
• Extends the cognition through monitoring the use
  of the content being learned
• Instructional Strategies may look like
• Public Problem Solving

Adapted from Doug Fisher Nancy Frey, 2008
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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
• Self-knowledge
• Knowledge of ones own strengths and weaknesses
  in relation to cognition and learning
• Integrating knowledge of strategies, task at hand
  GIVEN your knowledge of self as learner

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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 doesnt, 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.

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Break into ELD level groups

• Pick a unit from your Teachers Edition
• As a group identify a language objective for the
  unit and rewrite it using a language function,
  grammar usage and desired outcome.

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ELD Modeling

• Write down what the teacher modeling will look
  like for your unit.
• Be prepared to present your modeling to the
  group.

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Guided Instruction
(Teacher/Student)
Adapted from Doug Fisher Nancy Frey, 2008
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Guided Instruction
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Guided InstructionWe 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

Adapted from Doug Fisher Nancy Frey, 2008
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Guided InstructionWe do it

• Effective Instructional Strategies may include
• Guided Reading
• Guided Writing
• Student Think-alouds after teacher has modeled

Adapted from Doug Fisher Nancy Frey, 2008
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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?

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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.

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Collaborative
(Student/Student)
Adapted from Doug Fisher Nancy Frey, 2008
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Collaborative
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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

Adapted from Doug Fisher Nancy Frey, 2008
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Collaborative

• Effective Instructional Strategies may include
• Reciprocal Teaching
• Visual Displays
• Graphic organizers or Thinking Maps
• Literature Circles
• Labs or simulations
• Jigsaw
• Skills Practice (especially true of actions that
  students need to know to automaticity)

Adapted from Doug Fisher Nancy Frey, 2008
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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.

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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.

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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.

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Independent Practice
(Student)
Adapted from Doug Fisher Nancy Frey, 2008
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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.

Adapted from Doug Fisher Nancy Frey, 2008
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Examples of Independent Practice

• What are some effective examples of independent
  practice?
• What are some ineffective examples of independent
  practice?

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ELD Independent Practice

• As a group write down what your ELD independent
  practice will look like for your unit.

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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.

Adapted from Doug Fisher Nancy Frey, 2008
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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

Adapted from Doug Fisher Nancy Frey, 2008
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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

Adapted from Doug Fisher Nancy Frey, 2008
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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

Adapted from Doug Fisher Nancy Frey, 2008
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Questioning Carousel

• Go around the room and give reasons for each of
  the questions.

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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)

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Practice with purpose

• Look at the purpose for questioning and develop
  questions for the text excerpt.

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Why is it important to establish a purpose for
questioning?

• Guides instruction and learning
• Provides depth and complexity for the material

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Q-Card Stems Associated with Questioning and
Answering at all Cognitive Levels
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(No Transcript)
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ELD Questioning

• Go through your re-designed lesson and create
  questions with purpose for each section of the
  Gradual Release of Responsibility.

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Questions?

• Thank you for your time!