2. OBJECTIVES
īIdentify academic learning needs.
īDescribe instructional model to
accelerate academic learning.
īIdentify learning strategies that
assist academic content and
literacy development
3. Academic needs of English
Learners
īDevelop academic vocabulary
īRead to acquire new information
īUnderstand information presented
orally
īParticipate in classroom
discussions
īWrite to communicate knowledge
and ideas
4. What is academic content?
īAlligned to National Curriculum
and the English syllabus
īCognitively appropriate
īContent information and content
processes
5. How does academic content
develop literacy?
īPractice in reading and writing
across curriculum areas
īInteraction with authentic texts
īDevelopment of discipline-specific
vocabulary
īIncrase motivation through
interesting topics
6. What is academic content?
īLanguage used during teaching and
learning
īLanguage in content textbooks
īLanguage of literature
īLanguage used to cummunicate new
concepts
īLanguage of literacy
7. Input: academic Language
and Content Texts
ī Literature genres: stories,
novels,poetry, biography
ī Informational texts: articles, essays
textbooks.
ī Oral texts: teachers, speakers, peers
presenting their work, video,
TV,films, live performance
ī Personal texts: Journals, e-mails,
instant messages, letters
8. The teacherĀ“s role
īModel academic language
īAdd language activities to content
lessons
īHave high expectations
īTeach students how to learn
(through strategies) SBL
10. What are learning strategies?
īThoughts and actions that assist
learning tasks
īWays to understand, remember
and recall information.
īWays to practice skills efficiently.
11. What does research say?
ī All second language learners use strategies BUT :
GOOD language learners use more varied
strategies and use them more flexibly
ī Frequent use of learning strategies is correlated to
higher self-efficacy.
ī Strategy instruction improves academic
performance.
ī Instruction needs to be explicit.
ī Students need to develop metacognition
ī Transfer is difficult
ī Language instruction matters.
12. Why teach learning stragies?
īShow students how to be better
learners
īBuild studentsĀ“ self ā efficacy.
īIncrease student motivation for
learning.
īHelp students become reflective
and critical thinkers.
13. Metacognitive strategies
ī Planning : understand the task, set goals,
organize materias and find resouces.
ī Monitoring : while working on task- check
your progress on the task, check your
comprehension as you use the language.
Do you understand? If not, what is the
problem?check your production as you
use language. Are you making sense? If
not, what is the problem?
ī
14. ī Evaluation: after completing the task-
asses how well you have accomplished
the learning task; asses how well you
have used learning strategies, decide
how effective the strategies were,
identify changes you will make the next
time you have a similar task to do.
15. Metacognitive strategies
īSelf -managment:
manage your own learning:
determine how best you learn,
arrange conditions that help you
learn, seek opportunities for
practice, focus your attention on the
task.
16. Social learning strategies
Cooperation: work with others to:
īComplete tasks.
īBuild confidence
īGive and receive feedback.
For more info:
www.calla.ws
17. New competencies for EFL
professionals
What do they imply and which key
elements or qualities are involved in
todayĀ“s teacher praxis?
18. Why the need to talk about
professionals?
ī Know the subject well
ī Act ethically
ī Have good interpersonal relationship skills
ī Work cooperatively,avoid working in isolation
ī Consult others in case of doubts or queries
ī Be accountable for what you do
ī Evaluate what you do constantly
ī Keep on learning and updating yourselves
19. LetĀ“s reflect together.....
āThe most important knowledge
teachers need to do good work is a
knowledge of how students are
experiencing learning and perceiving
their teacherĀ“s actions.ā
Steven Brookfield
20. Our praxis
īOur profession is evolving
permanently, there are some basic
and classical skills we must
manage, but there are others
related to the profession itself which
need to be taken care of as well.
21. New teaching competences
ī Teachers should be fully equipped to
respond to the evolving challenges of
the knowledge society, but also to
participate actively in it and to prepare
learners to be autonomous lifelong
learners.
ī What actions do you take in your
lessons to achieve this goal? Talk it
over with a colleague
22. Top qualities for teachers working
as EFL instructors
īWork in pairs and exchange ideas
on the above issue.
24. LetĀ“s share our professional
skills.......
ī Focus on the competencies our students need
to develop as successful learners.
ī Differentiate our teaching, use formative
evaluation to actively fight against school
failure
ī Develop an active and cooperative pedagogy,
based on problem solving activities and
projects
ī Be ethical in everything you do and remain true
to yourself (facing ethical dilemmas of our
professional)
ī
25. Professional development
ī Keep on developing yourselves, reading,
participating and reflecting on you praxis.
ī Reflect on your teaching, question
everything you do either individually or in
groups (or both)
ī Participate in the ongoing development of
novice or inexperienced teachers
ī Work cooperatively explaining what you do
and what can work well in certain situations
and with specific students
26. Professional development
ī Involve yourself in institutional
projects, support principalĀ“s ideas
and contribute with innovative and
creative ideas
īCommit yourselves on individual or
collective methods of innovation.
īIntegrate the ICTs
28. The reflective practitioner
ī We have to fall back on routines in which
previous thought and sentiment has been
sedimented. It is here that the full importance of
refelction-on and in-action becomes revealed.
(Schƶn)
ī As we think and act, questions arise that
cannot be answered in the pesent. The space
afforded by recording, supervision and
conversation with our peers allows us to
approach these. Reflection requires space in
the present and the promise of space in the
futures (Smith 1994: 150)
29. What research has shown....
ī Research on effective teaching over the past
two decades has shown that effective
practice is linked to inquiry, reflection, and
continuous professional growth (Harris
1998)
ī Reflective practice can be beneficial form of
professional development at both the pre-
service and in-service levels of teaching. By
gaining a better understanding of their own
individual teaching styles through reflective
practice, teachers can improve their
effectiveness in the classroom.
30. EFL teacherĀ“s profile
ī letĀ“s consider the following dimensions
Personal
dimension
Administrative
dimension
Technical
academic
dimension
Community
dimension
31. Administrative dimension
ī Register (record of stsĀ“progress, daily plans,
syllabus, studentsĀ“profile)
ī Follow annual plan and syllabus coverage
ī Analysis of diagnostic results
ī Keep registers at the right place so they can be
available
ī Never take registers home
ī Written tests should also be kept at school
after being turned in to students
ī Keep record of students sent to Tutorias.
32. Technical dimension
ī Be good model of the language taught
ī Possess deep theoretical knowledge to back up your
praxis.
ī Motivate students
ī Practice the four skills daily, balance the activities
presented.
ī Be able to adapt to different realities.
ī Use the foreign language as much as possible.
ī Encourage students to use English all the time. Adopt
ICTĀ“s and develop technology oriented lessons.
ī Teach not only the language but also the culture.
33. Academic dimension
ī Be commited to your own profession.
ī Keep updated, attend salas, meetings,
workshops.
ī Share good practices (materials we use in
our lessons, websites)
ī Avoid working in isolation
ī Be members of a professional organization
ī Be suscribed to EFL magazines (online or
printed)
34. Communitary dimension
ī Attend salas by the ones organized by your
PADs
ī Share the best practices with your
community.
ī Promote, organize and participate actively in
the activities that concern your classes and
institutions (e.g. Organizing local activities)
ī Be open to interact with native speakers and
foster students interaction with ETAĀ“s and
the like.
35. Problems detected...
written tests 2014
īWhy do we have to change the
format of the written tests?
īIs it true that InspecciĆ³n does not
want that we teach Grammar in the
classroom?
36. Why we need to change.......?
ī We have observed that tests do not asses
what has been taught.
ī We need to weigh according to outcomes
and course emphasis.
ī Improve instructions
ī Contextualize all tasks
ī Improve studentsĀ“writing dramatically
37. Principles of assessment
īWhen testing we have to consider:
praticality, reliability, validity,
authenticity and washback effect.
38.
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43. Written tests : former and new
format
ī Listening and reading Comprehension tasks
are designed in the same way (always aiming at
COMPREHENSION)
ī Vocabulary and use of English will be checked
in the written part. A rubric will be fundamental
in order to assess it correctly.
ī Pre writing task (not only vocabulary but
strategies that help students to organize ideas,
vocabulary,etc) leading to the written task
itself. Include two options.
45. PRE WRITING ACTIVITIES
ī They should provide key words/ideas
ī Provide meaning and be meaningful
ī Provide structure
ī Help organize studentsĀ“work
ī Motivate/ facilitate
THIS HELPS STUDENTS OVERCOME THEIR
FEAR TO WRITE
46. The use of graphic organizers as pre
writing activities
ī Graphic organizers guide learnersĀ“thinking as they
fill in and build upon a visual map or diagram.
ī They are visual learning strategies for students
and are applied across the curriculum to enhance
learning and understanding of subject matter
content.
ī In a variety of formats dependent upon the task
graphic organizers facilitatestudents learningĀ“by
helping them identify areas of focus within a broad
topic such as a novel or article. Because they help
the learner make connections and structure
thinking students often turn graphic organizers for
writing projects.
47. Types of graphic organizers
ī Webs, concept maps, mind maps and
plots such as bar charts, pie
charts,Venn diagrams, are some of the
types of graphic organizers used in
visual learning to enhance thinking
skills and improve academic
performance on written papers, tests
and homework assignmets.
48.
49. Teaching with graphic
organizers
ī Cause and effect
ī Note taking
ī Comparing and contrasting concepts
ī Organizing problems and soluctions
ī Relating information to main themes and
ideas
ī Organizational skills
ī Vocabulary knowledge
ī Sequency
50. The writing prompt
ī Do not give so much information that the
student just repeats the prompt in his or her
writing.
ī Make sure you indicate the audience
ī The topic should be of interest to the students
and the teacher. Remember you have to rad the
writing!
ī Avoid topics that are too abstract have hidden
biases, are too controversial or are too
complex.
ī Provide limits on the amount of writing you
expect.
51. Assessing writing
ī Content (the ideas expressed)
ī Organization and structure of the writing
cohesiveness
ī Clarity, logical organization
ī Accuracy of meaning (vocabulary)
ī Accuracy of language conventions
(grammar,spelling,punctuation)
ī Register (level of formality of the writing)
ī Style (for advanced levels)
What we assess depends on our purpose
52. Use of rubrics to assess writing
ī A rubric can be holistic or analytical.
ī A rubric is a list of criteria and a
description of how well the criteria is
met at different scores, ranges.
53. Holistic rubrics : consider multiple criteria at once
when determining the score or grade
57. Strategies to encourage
ī Stick posters or positive messages and
labels on the walls to familiarize students
with written codes.
ī Have a bulletin board with weird news,
news from famous people, horoscope,
beauty tips, fashion styles, etc.
ī Have a mailbox.
ī Make āword snakesā for new vocabulary
ī Make collages with visual
representations of specific vocabulary
ī Copy songs, rhymes or poems
ī Paste labels with idioms.
58. Encourage creative pieces of work
ī Have a graffitti as a sort of ā complaint wallā
ī Make sts fill in soundless filmstrips.
ī Complete cartoon strips.
ī Make them write postcards for a special person
ī Make them keep a journal with new vocabulary.
ī Make them re-write a fairy story
ī Make them write weather reports with pictures
ī Make them design new covers for books
ī Copy shopping lists or restaurant menu