2011 TESOL Skillset for Multilevel Instruction (Colloquium)

1. A PANEL DISCUSSION TESOL 2011 Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Organizing Instruction Building Community/Collaboration SKILLS

5. Monitoring and Assessing Progress Using Materials and Technology Organizing Instruction IN THE MULTILEVEL CLASSROOM By the end of our session you will be able to identify strategies for: Targeting Instruction to Different Proficiency Level s Building Community/Collaboration

10. Targeting Instruction to Different Proficiency Levels (Jayme) Monitoring and Assessing Progress (Lynn) Using Materials and Technology (Donna) Organizing Instruction (Sylvia) Building Community/Collaboration (Rob) SKILLS

11. Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration Organizing Instruction

12. Systemize lessons and materials Seek Support (Administration, colleagues, technology, students) Pace lesson activities appropriately Skills we need to Organize Instruction

13. Thinking of Multilevel instruction…

14. And reimagining it as an orchestra…

15. And thinking about…YOU

17. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Systemizing

22. Plan lessons around a single theme or topic Systemizing

23. Identify types of housing available for rent Interpret classified ads for local apartments Calculate monthly housing costs in order to make a housing choice. Systemizing

24. Students will be able to… Systemizing

25. Systemizing

26. Systemizing

30. Pacing

31. Pacing

32. MULTILEVEL LESSON PLAN Theme : Resource/Text: Objective 1 Lower level Ss will be able to… Objective 2 Mid-level Ss will be able to… Objective 3 Higher-level Ss will be able to… OPENING: WHOLE GROUP Goal: build community, introduce vocabulary, content and/or other skills to be practiced in break out groups BREAK OUT GROUPS Goal: Level Appropriate Skill Building, Mixed-Level Communication Tasks Low Level Mid Level High Level CLOSING: WHOLE GROUP Goal: Assess and reflect on learning from break-out groups Pacing

33. We ’ ll come back together in: 20 min. Pacing

35. Support

37. ✔ Agency or Regional ML networks ✔ Newsletters and Blogs ✔ Regional TESOL Listservs ✔ Social Networks Support

38. Organizing Instruction Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration

39. Reduce Level Stigma Delegate Classroom Responsibilities Employ Cooperative Learning Techniques Create a Learner-Centered Environment Skills needed to Build Community/Collaboration

41. Student-centered instruction emphasizes [….] building on learners’ experiences and strengths while also teaching them how to use specific learning strategies to accomplish their goals. -CAELA brief on Evidence-Based, Student-Centered Instruction April 2010

42. We’re in it together…

43. Learner-Centered Instruction

44. “ I want the paper for the other group.” - student in adult ML ESL class

47. “ When we engage our students in cooperative learning, they are developing cooperative skills.” David Johnson & Roger Johnson

53. “ Classroom jobs build community. Students feel that they have a responsibility in the class. Every instructor has tasks she can delegate to students who then negotiate on who will do the job that day. These teams suit the open entry adult classroom well . - Donna Price

55. Organizing Instruction Organizing Instruction Monitoring and Assessing Progress Using Materials and Technology Building Community/Collaboration Targeting Instruction to Different Proficiency Levels

56. Higher-Level Learners Mid-level Learners Lower-level learners Targeting Instruction to Different Proficiency Levels

57. Lower-level learners Lower-level LEARNERS WILL BE ABLE TO… Higher-level Mid-Level Low-Level: Identify jobs in the community Mid-Level: Inquire about job opportunities in the community (and request a job application) HL: “Sell” themselves to a potential employer in a face-to-face meeting

58. Lower-level learners Lower-level LEARNERS WILL BE ABLE TO… Higher-level Mid-Level Identify jobs in the community Inquire about job opportunities in the community (and request a job application) “ Sell” themselves to a potential employer in a face-to-face meeting

59. Level teacher-to-student communication Level student-to-student communication Develop a repertoire of “leveling strategies” SKILLS WE NEED TO TARGET INSTRUCTION

61. Teacher-to Student Leveled Instruction

62. OUR GROUP

64. Assembler Facilitator Recorder Timekeeper There’s a bank. Right? There’s a bank. Got it! Yes. I do. And 3 more minutes… Do we all agree? Leveling Student to Student Interaction

66. Listening Tasks Lower-level: starting/ending details, dates, names, numbers, etc. Mid-level: general details throughout the passage Higher-level: summarize, make inferences Leveling Strategies And then he said… What? What?!!

67. Speaking Tasks: from Q&A to conversation • Add visual support to mixers to help lower-level learners participate • Look for pattern dialogs that… … lend themselves to editing … can be the launching point for a roleplay Leveling Strategies

70. Targeting Instruction to Different Proficiency Levels Monitoring and Assessing Progress Building Community/Collaboration Organizing Instruction Using Materials and Technology

71. Using Materials & Technology Adapt Integrate Evaluate Create

75. 1 2 3 Adjustments Language development   Vocabulary   Grammar   Learning styles    Communicative practice 

80. My job is already complicated by teaching a multilevel class, so why make it more complicated? Integrate

81. Integrate

83. Integrate

86. Integrate

88. Using Materials and Technology Targeting Instruction to Different Proficiency Levels Building Community/Collaboration Organizing Instruction Monitoring and Assessing Progress

89. What Teachers Need to be able to do Measure ongoing progress Document gains Make decisions about promotion

96. Classic Classroom Activities (Oxford 2008) Weiss, et al. p. 90

98. Oxford Picture Dictionary 2e (2008) p. 7 A classroom

102. Jayme, placeholder for NRS levels Document Gains

104. What Teachers Need to be able to do MEASURE PROGRESS DOCUMENT GAINS PROMOTE

105. What Teachers Need to be able to do MEASURE PROGRESS In order to MEASURE PROGRESS • use assessment tools that require minimal development • encourage Ss to self-evaluate and evaluate each other’s work.

106. in order to DOCUMENT GAINS • be familiar with NRS levels • be able to match Ss to appropriate measure What Teachers Need to be able to do

107. • use a variety of ongoing measures • match Ss with appropriate measure PROMOTE In order to PROMOTE LEARNERS What Teachers Need to be able to do

108. Things you say to check what you heard: Excuse me? Did you say, “______?” “ ______?” Things you do to show you didn’t understand: Raise your shoulders Tilt your head to the side Squint http://tiny.cc/no9k0

2011 TESOL Skillset for Multilevel Instruction (Colloquium)

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2011 TESOL Skillset for Multilevel Instruction (Colloquium)

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