Download to read offline
More Related Content
![Webinar 1 speaking[1]](https://cdn.slidesharecdn.com/ss_thumbnails/webinar1-speaking1-110304203304-phpapp01-thumbnail.jpg?width=640&height=640&fit=bounds)
![Leaflet[1]](https://cdn.slidesharecdn.com/ss_thumbnails/leaflet1-13076297253461-phpapp01-110609102506-phpapp01-thumbnail.jpg?width=640&height=640&fit=bounds)
Similar to Eal4 mf lteachersinstitute
Eal4 mf lteachersinstitute
- 2. EAL Profileand Assessment What is useful and meaningful information?
- 3. Which one? Born inUK EU migrant Refugees Diplomats 3
- 4. Which one? advanced learner new arrival 3 languages L1 literate 4
- 5. Which one? L5 L7 L4 L8 5
- 6. “ I feelI don’t speak any language well. At home I speak Bengali but I can’t say everything I want to say in it, while at school I speak English and there are lots of things I don’t understand. I have been asking people to teach me to read and write properly since Year 7 and they just say you are doing fine, but I am not. I don’t have any language!”
- 7. Best Practice (GoodThinking!) What is the big idea?
- 8. EAL learners need grammarlessons “Teach them to improve” English first so they can do my class” “Can you take them out and “Simplify it, so do the work “ they can do it”
- 9. Cummins’ Iceberg Model (Cummins) BICS Basic Interpersonal Communicative Skill CALP Cognitive and Academic Language Proficiency
- 10. Cummin’s Dual IcebergModel (Cummins) Surface Features Surface Features of L1 of L2 Features Features of L1 of L2 Common Underlying Proficiency
- 12. Developing and transferringinnovative practice that supports EAL learners a. Subject knowledge (e.g. knowing the mathematics) b. Pedagogic Content Knowledge (e.g. knowing how to teach (and how children learn) the mathematics) c. Pedagogic Transfer Knowledge (e.g. knowing how to help teachers use a and b effectively) 00887-2007DWO-EN-20
- 13. Literature Geography History Literature Describing The top/bottom of the hill… the hillside.. Evaluating Expressing The scenery….down by the river feelings beautiful, rugged,rolling hills, isolated, bleak, grandeur Geography The peak…the slope…the valley…the Naming riverbank…rainfall…erosion Locating Describing steep, contours,features Cause and caused by…occurs when… effect History Naming Hilltop…slope…valley…riverbank…. Locating hillfort..fortification…rampart…village…dwellings Describing defence…safety…shelter Deducing Hypothesising was probably…could have been …most likely
- 14. High challenge Learning/engagement frustration / zone anxiety zone High support Low support comfort zone boredom zone Low challenge Four Zones of Teaching and Learning (adapted from Mariani 1997)
- 15. Zone of proximaldevelopment ZPD Beyond reach at present Child’s current achievement
- 16. Contact Details This is a placeholder text. The text is meant only to demonstrate how your own text will look when you replace the placeholder text. [email protected]
- 17. High expectations Quality firstlearning and teaching Language rich environment 17
- 18. Developing Literacy objectives included into subject teaching literacy and learning together Pupils learn Literacy Pupils improve in subjects literacy skills by through: and learning applying them in talk, text and subjects writing Better subject learning – better literacy
- 19. Bloom’s taxonomy Original Terms New Terms • Evaluation •Creating • Synthesis •Evaluating • Analysis •Analysing • Application •Applying • Comprehension •Understanding • Knowledge •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) Original and New terms based on Pohl by Kurwongbah State School, Australia.By Kurwongbah State School, Australia
- 20. Active engagement • Purpose •Challenge • Collaboration • Metacognition • Converting ideas or information from one form to another • Activating prior knowledge/thinking • Scaffolding
- 21. A teaching andlearning sequence Exploratory Report back to Write recount talk class text Speaking as an Analytical or Active reading expert discursive text (formal)
- 22. Speaking & Listening Howdo we develop effective talk?
- 23. The framework ofcross- curricular objectives: talk Three strands Key aspect of learning of the framework Learning through talk through talk Using talk Active listening Talking to clarify to and and present understand thinking ideas together 23
- 24. A continuum oftalk Playground talk Reading the news Informal Formal Speaking to boss Presenting feedback to peers Giving a lecture
- 25. How can weencourage pupils to talk productively? • Rules for group talk • Assigning roles • Concrete preparation • Cognitive conflict (asking the right question) • Collaboration • Metacognition (Adapted from ‘Improving learning through cognitive intervention’ GTCE www.gtce.org.uk/research/romtopics/rom_teachingandlearning/case_jun01/ )
- 26. Coffee Break 10:00 –10:30am
- 27. Reading How can Ihelp them to read better?
- 28. The framework ofcross- curricular objectives: text Three strands Key aspect of learning of the framework from text Learning from text Developing Reading Understanding research for how texts and meaning work study skills 28
- 29.
- 30. Active reading Pupils willneed to… Teachers will need to… • predict ensure that there is no • try out ideas right answer • talk sometimes modify (not • organise simplify) the text • infer ensure that all pupils can • deduce contribute • engage. make the strategies explicit.
- 31. Writing How can Iget them to write better?
- 32. The framework ofcross- curricular objectives: writing Three strands of learning Key aspect through writing of the framework Learning through writing Using writing Structuring Developing as a tool and clear and for organising appropriate thought writing expression 32
- 33. What are welearning about?
- 34. Access to thecurriculum: making contexts supportive for children learning EAL Building on previous Scaffolding language Planned opportunities for experience and learning speaking and listening Activating prior Ensuring contexts are knowledge culturally familiar Creating Using Using Talk as Talk as shared bilingual assessment process presentation experiences strategies for learning Graphic Modelling Collaborative Frames and organisers and Print activities prompts other visuals environment
- 35. Contact Details This is a placeholder text. The text is meant only to demonstrate how your own text will look when you replace the placeholder text. [email protected]