ESL Fast Track

ESL Fast Track Welcome to ESL Fast Track!

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Use the guidelines on the following slides to make your modifications. Highlight portions of text that are important students can just read highlights for the gist Write in margins a summary of the ideas presented Provide a summary to the overall text Rewrite text creating a simplified version of the text Provide a timeline Give graphic organizer of main points outline Prepare a reading guide breaking the text up into pieces Provide a visual illustrating the text Provide a glossary of key words.

Give a few examples of how to modify written text Give a few examples of how to modify spoken text. Cooperative learning groups should be small. Although cooperative learning groups should be used regularly, teachers should take care not to overuse them. The Purpose of an interactive and engaging environment: Create an Interactive Environment in 5 easy steps: Decide on which skills to focus on Decide on your grouping strategy Choose a tool that will allow students to practice the new content Model how to do the activity Create the interactive activity There are models on the following slides.

ESL Fast-Track Teacher Training

Interactive Tools The following are some interactive tools for groups: Sample lesson ideas follow and will illustrate each tool. Information Gap Teacher prepares 2 forms with as many spaces as necessary to practice the language Each form is partially filled in What is missing on Form 1 is located on Form 2, and what is missing on Form 2 is located on Form 1 Students ask and answer questions to finish filling in the information Students can have a time limit Students can have certain number of people to speak with Questions can be written out if necessary.

Information Gap Student 1 Questions: Where does it hurt? How long has it been like that? Student 2 What have you done for it? How did you hurt it? Opinion Continuum or On a Scale from 1 - 10 Place yourself on a continuum from Strong Agree to Strongly Disagree as your instructor reads several statements, or asks questions. Discuss with others near you, why you placed yourself where you did. You may be asked to give a response to the entire group. From very fast to not at all, how fast are you able to type? From very outgoing to very shy, how are you at working with other people?

From working indoors all the time, to working outdoors all the time, where do you place yourself on the continuum? From strongly agree to strongly disagree, place yourself on the line: Can be standing or sitting. Count off by 2s. Alternatively, place stronger speakers in one circle or the other. All 2s go into the center of the circle and form a smaller, inside circle. Outside circle move in closer. Inside circle turn and face out, finding a partner on the outside circle.

Teacher asks questions, calling out which circle inside or outside will answer first. Students to take turns answering the questions. Alternatively, have the stronger speakers start first and model for the others. Outside circle, tell your partner how to get from class to the grocery store.

Inside circle, tell your partner where the library is.

Outside circle, tell your partner where to find the phone number of an electrician. Inside circle, tell your partner where the bus station is. Outside circle, tell your partner how to order a pizza. Inside circle, tell your partner where to register children for school. Class Bulletin Board Students place a photo of themselves on the bulletin board. Students share out what they included and why. Listening Lab In groups of 4, everyone will have one minute to speak or a designated time. No one else may speak. When the bell rings, the speaker stops and next person speaks. No one else can speak or ask questions.

Revisit points or ideas that were discussed Ask questions of other students in the group Finish a point you had started to make Give or ask for clarification. Listening Lab Possible topics related to description: Describe yourself or family members. Describe the person sitting to your right. Choose a picture from the table and describe the person in the picture. Are You More Like. Once on the continuum: Look were you are in relation to others Think about why you chose to stand where you have Consider what you location on the line says about each of you Explain why you chose to stand where you have.

Are you more like. A cat or a dog?

An apartment or a house? The country or the city? A warm climate or a cold climate?

Presentation on theme: "ESL Fast Track Welcome to ESL Fast Track!"— Presentation transcript:

Are you more like a map or a phone book? Are you more like a refigerator or a stove? A kitchen or a dining room? Did you realize your Warm-Ups can also be interactive activities? The idea is to provide multiple opportunities to practice the language in multiple modalities If you have several interactive activities during the class period, here are some things to think about: Consider mixing the groups after the Warm-Up and bringing the group back together for the Cool-Down Try both random grouping and intentional grouping, especially if your learners have varying levels of language proficiency.

Give a few ways to group students Tell why it is important to group students in different ways Use a tool to help students engage with the content and with each other. Lets teacher and students see if objectives for the lesson were met Allows teacher and student to assess learning Allows students another opportunity to engage with the content Can preview the next lesson Uses the key vocabulary one more time Can see if anything needs to be retaught Helps teacher and students negotiate the curriculum and what more needs to be taught on the topic Provides for a review if there is to be a test or exam Slide is text.

Create a Cool-Down in 5 easy steps: Review your lesson topic Review your lesson objectives Review your list of key vocabulary Choose a tool that connects with your learners and the content of the lesson Create the Cool-Down There is a model on the following slides.

Presentation on theme: "ESL Fast Track Welcome to ESL Fast Track!"— Presentation transcript:

You know more Cool-Down Tools than you think you do! Go back and look at the Warm-Up Tools. These can be used as Cool-Downs also. I want to know. I would like to. In groups, or with the entire class, students toss a ball or stuffed animal and complete their sentence to comment on their learning. Outcome Sentences Post the sentence starters. Divide students into groups or do a whole class activity.

If using, each group should have a soft ball or stuffed animal to toss. Toss the ball or stuffed animal after you model. I hope I never have to visit the doctor. I would like to learn more words for visiting the doctor. Exit Tickets Write down a job you would like. Write down a qualification you have for the job. Write down a skill you need for this job. Ask students individually, in pairs, or small groups to find an object that connects to their learning. Students can share with others how the object links to what they have just been studying.

Alternatively, the teacher can prepare a box or bag of miscellaneous objects to be used for this purpose. Found Object Our community is like tape because we all stick together. Our community is like a pen because there are many parts necessary to make it work. We need keys to unlock our community resources. We are like a thermos. We can be hot or cold depending on what we experience. For small groups or individuals. Use markers and chart paper to create a Weather Report based on overall learning throughout the unit. Forecast predictions for a test, final project, etc.

Overall it appears to be a good framework and pretty user friendly. The modules move well from one to the next. They can be worked out. Maybe it needs to be pointed out that within any profession context, jargon is inevitable. Yes, perhaps parts were too long and I see that some has been taken out.

I suppose this is the nature of the beast in that most of the folks wanting and needing fast track professional development are short on time, energy, and resources for usual distance learning or f2f classes.

I have found it very difficult to find the time to even do the modules in a cursory way and got antsy at times. However, perhaps this goes outside of the original intent of Fast Track. If we let it develop beyond that we loose the support of those instructors it was designed for in the first place. Let's not loose that focus. I'm really impressed so far!! Advisory Board and Consultants. The Adult Learner and Core Issues. ESL Fast Track log in help.

To edit this page, request access to the workspace. FrontPage Page history last edited by Dixon Yard 10 years, 4 months ago. Page Tools Insert links Insert links to other pages or uploaded files. Pages Images and files. Insert a link to a new page. No images or files uploaded yet. Are you reading it or do you already know what it says because you know what it is? We all have examples like this from our childhood, right???? This is from an English language learner when she was a child. Content Schema in this case was the pledge. You have the formal schema for a business letter; you know how we set it up; what it looks like.

It is really three separate things when we view it from a schema perspective Note: Slowly go through each of the three on each side and show the different. In one case, all familiar, practicing but not learning any new material. In the other case, also not learning because all three schemata are new and different and the student is overwhelmed. For each activity, we can control the schemata by focusing our attention on them. Identify In planning time, preview the activity three times, each time looking for one of the three schemata Most important to identify are those items familiar to non-ELLs but unfamiliar to ELLs Example: Globe with slides inside — or other try to get a photo of the globe and some of the slides inside it.

Build associations between the familiar and unfamiliar, developing new schemata. Teachers will analyze examples based on the guidelines. Cultural factors in classroom-based learning Essential Question: In the rush to develop language proficiency and content mastery, little attention is paid to the underlying formal schemata.

Without the schemata for learning in US classrooms, the learners cannot access the language and content to reach their potential. NOW — if you have followed all this, we come to the key point here — not all three schemata are equal Remember when I circled the formal schema before?????? Well it is the key for two reasons: The learning paradigm for US education is low context Ibarra, ;Bennett, Although teachers provide contextualized activities, assessments remain decontextualized.

Point by point In actuality there is a big mismatch in formal schemata Learning and culture are intertwined. High context to low context — most of you will be familiar with Hall; some may not As postulated by Hall, cultures can be classified along a continuum from low-context to high-context, based on several factors: In his conceptualization, Hall places different cultures along this continuum. For example, northern European cultures, such as German and Scandinavian, fall closer to the low-context end while cultures rooted in Mediterranean or Asian traditions, for example, fall closer to the high-context end.

The ELLs who are the focus of this presentation, although they may come from widely diverse cultures and languages, all share a place on the high-context end of the continuum and bring their high-context experiences and expectations to the classroom. We are doing a lot to reach out but ultimately it all comes down to the assessments!

Just tell me what to learn and I will learn it Multiple choice: How to go from A to D??????? Most teachers focus on B -- give students demanding material but make it accessible through context: We need, along with B to focus on C — the forgotten quadrant!!!!

B is great but once the test arrives; the tasks are from C! For the many ELLs from high context cultures, it is low context tasks so characteristic of our assessments that must be explicitly taught but, as these are new formal schemata, they must be taught with familiar language and content schemata.

ESL Fast -Track Teacher Training

Thus, focus on Quadrant C: Maybe this does not belong in Module?????? We focused on the last of the three aspects of learning: All of them relate to formal schema — how people learn. You see the conflicts here — what they need is not provided and what we expect is alien to them. I believe that this perspective of schema theory shows the way to work with such learners and many other learners who are somewhere in the middle — this is really a continuum.

I bet you could all place yourselves and your family and your students along the continuum for each of these aspects. Familiar are the conditions and some of the processes; unfamiliar are some of the processes and the activities. Remember with the activities make the language and content familiar — If you get one thing from this presentation it is this: Low literate learners Hmong refugees. The sky is the limit.

You can imagine all the ways you could use this. They collected it and put it together, so it meant something to them and was familiar. What was new was the analysis we asked of them. This is their artwork. Use samples in slides following to design the assessment. How do these examples illustrate the interplay of culture and learning??? Hmong students used to learn by doing and if they went to school and learned just the theory, they have problems when they practice. For example, myself--when I go to school and I learn something by reading, I could understand when I read, but if I was supposed to do it by hand, I didn't know how.

So I had to get help from someone in order to be able to do it Shuter, Knowledge base for the teacher Essential Question: How is acquiring a new language in adulthood different from taking other courses as an adult? We have focused on an overview of learning and teaching in Adult ESL Now you will turn your attention to the very specific type of learning that your students will be doing and that is language learning As you will see, acquiring a new language in adulthood is very different from taking other types of courses in Adult Education. How this project illustrates core issues and adult esl learner.

The sign, the building, and then one student at the door about to go in. We had the hospital, the bank, and many other buildings, all the ones they chose. You have completed the first module.

Test yourself to see if you can now comfortably answer the essential questions for the five core issues raised in this module. If you are uncertain, return to the section for that core issue and review the material — the presentation, the activity and the assessment. Then, return to the essential question and re-examine it, formulating your response.

Second Language Acquisition in Adulthood Slide is text. What have you found were some of the best moments of learning and connecting in your classroom? What have you found were some of the most challenging moments of lost opportunities and lack of engagement in learning? Begin to tell your story here. What do you think may be the most challenging aspects?

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