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Inclusive Pedagogies for

Multilingual Students�

A synthesis of research, stats and

teacher-created modifications��Eliot Middle School�March 16, 2023

�

Marisa Ferraro, Ed.S., Ph.D.

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Sheltered Instruction Training

Module 1: Laying the Foundation (12/13)
Module 2: Making Content Comprehensible (1/13 & 3/16)
Module 3: Creating Opportunities for Interaction (3/16)
Module 4: Putting it All Together (4/6)

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REMEMBER THIS?

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Timing

How to fit in all these strategies given realities of pace of curriculum?�

Yes, time is shifted two ways:

Front loaded in planning
Go deeper with lesson topics (CCSS) and experiential/project-based

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Timing Continued

This will require admin cooperation in allocating time for planning & modifying curriculum
Seasoned/expert teachers ‘teach’ our administrators
Pool resources, shared District ELL Drive

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Module 2 Recap

1. Make entire lessons comprehensible through contextualization: adding visuals, creating/activating background knowledge, and creating opportunities for students to negotiate meaning.

2. Introduce, contextualize and teach academic language.

3. Make text comprehensible by: modifying, highlighting or summarizing in margins, rewriting text, creating GOs.

4. Make classroom talk comprehensible by using listening guides (including graphic organizers), pacing speech, framing main ideas, and checking for understanding.

Apply these ideas to one of their own lessons.

Page 2, Module 2

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Building Background Knowledge

Semantic Maps

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Building Background Knowledge�KWL Charts

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Elementary science lesson�modified input �

Predict how the water cycle works by analyzing an ecosystem
Describe conclusions by recording observations about how water moves through each cycle
Identify state of water (solid, gas, liquid) within each phase by labeling and explaining process

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Contextualize whole lessons

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Modifying text

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ELA

Rad Women A-Z
Grades 4-5
Scholastic Lesson

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Academic language�modified text

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Social studies

Civil rights movement
Little Rock, Arkansas
Grades 6-7

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Warm up

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Modified text

What is the new and essential information? ∙ What are the new concepts or skills? ∙ What connections or associations can learners make? ∙ What can students do to make sense of the new information? ∙ What new understandings can students construct? Figure 1.2.3 Typical teaching strategies for this phase of learning include: ∙ Instructor lecture ∙ Student reading ∙ Team jigsaw readings and presenting ∙ Computer searches ∙ Viewing video presentations ∙ Reinforcing questions—are the learners “getting it” ∙ Thinking Maps® ∙ Note-taking�

The Process Phase asks “now what” questions. Teachers can ask the following “now what” questions during the Process Phase: ∙ How can students explore concepts through a variety of learning activities? Figure 1.2.4 7 Strategies for Teaching Figure 1.2.5 Process Phase asks “now what” questions (cont’d): ∙ What ways can students make relationships among the information, concepts, or skills? ∙ What can students do to reinforce what they’ve learned in the Gather Phase? ∙ How can students practice and improve their ability to apply the new knowledge and skills? ∙ What feedback will help students improve their competence? ∙ What feedback will help the instructor continue teaching the rest of the lesson? Some teaching strategies for this phase of learning include: ∙ Skills practice ∙ Comprehension activities—worksheets, quizzes, games ∙ Discussion ∙ Thinking Maps® ∙ Examining case studies or scenarios ∙ Role playing

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Building Background Knowledge�Semantic Maps/Concept maps

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8^th Grade Science, Mitosis

Leah Dalton, Stamford

Prophase

Metaphase

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8^th Grade Science, Mitosis

Anaphase

Telophase

Leah Dalton, Stamford

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8^th Grade Science, Mitosis

Cytokinesis, 2 identical daughter cells

Leah Dalton, Stamford

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Creating Opps to Negotiate Meaning

Talk together; Negotiate Meaning

The more opportunities throughout the lesson, that students can talk to each other and talk with the teacher, the more they can make sense of the course content. Here are some tips that might help you think about your own lessons:

1. A Boston Biology teacher has his 4 Russian immigrant students sit at one table for lab experiments so that they can discuss in their L1. (Other times he strategically places the two intermediate students with mainstream students so they can practice discussing in English.)

I already mentioned above how holding a class discussion at the beginning of class, while an excellent way to establish background for English speakers, poses serious challenges for ELs Level 3-1. IF you feel compelled to start with a discussion, please use some visual to assist understanding of that discussion, such as the semantic maps found on Module 2, p. 9.

Look at this activity that has been created by a 9^th grade BIO teacher. Instead of starting the class discussing or reading about Chargraff’s Rules of DNA Structure, this teacher starts by asking small groups to make sense of a graph. In this case they are looking at four pieces of the DNA molecule, and how those four pieces pattern similarly in their distribution in various species. Notice that the students do not yet know what DNA is. Nor do they know what A,T,G, C stand for. But that’s OKAY. Right now they are just looking at numbers in a chart, and together discussing/figuring out what patterns exist. After DOING and TALKING TOGETHER, then they can begin a teacher fronted lesson, or they can begin the task of reading the text.

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Lesson: Global warming -> action Write persuasive letter to govt official to increase recycling efforts locally. What visuals would build background?

Videos of polar bears and shrinking ice caps (Inconvenient Truth)

Hands-on experiment in class about water evaporation

Photos of air pollution

Working in pairs or small groups, students interpret/discuss scientific tables/graphs of warming temps over time and articulate thesis statement

What about the task of writing a letter (culturally specific practice0

Samples of business letters, deconstruct to construct (what is the job of each paragraph – genre-based pedagogy)

Graphic illustration of parts of the body of a letter – GO/outline

Case in Context

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Global warming – glaciers melting�

PBS video Preview

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Academic language�Selecting Words: wordsift

aerial affect alaskan amount cause cold creep crystal day depending downhill fact factor faster feet flow freezing glacier greater group hundred ice inch land level long meltwater move movement notice per photo quickly rapidly scientist six slowly speed steep temperature third time together upon warm warmer weight whether year “warm”

Word Glacier	Picture
In your own words (clue) A mountain of ice	What do you think of? Alaska
Definition a large mass of ice which moves slowly down a mountain valley	What it is not? Volcano

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Words of Interest Across Content

aerial affect alaskan amount cause cold creep crystal day depending downhill fact factor faster feet flow freezing glacier greater group hundred ice inch land level long meltwater move movement notice per photo quickly rapidly scientist six slowly speed steep temperature third time together upon warm warmer weight whether year “warm”

SCIENCE

MATH

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Musical Chairs

Content-specific groups (to begin)
No more than 6 educators to a table
Choose one lesson
Think of 3 ways to contextualize this lesson

Build background/activate schema
Opps to talk together
Visuals, gestures, realia

Next activity, jigsaw, expert/home groupings

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In your grade/content groups

Compare/contrast voluntary & involuntary migration patterns
Explain popular injuries to bones & joints related to sports
Analyze how Auschwitz impacts characters in Elie Wiesel’s Night and what their behavior reveals about human nature
Evaluate the loss of nutrients when vegetables are boiled
Describe how to solve equations with variables on both sides
Create scales with your recorder (time sigs)

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Exercise grouping ~

1. Learning to Read group (K-3)

2. Reading to learn group (Grades 4 +)

Making Text & Talk Comprehensible

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Develop Vocabulary, pps. 11-25
Use of Graphic Organizers, pps. 25-38
Modification of Text, pps. 38-47
Amplify Number of Activities Per Text, pps. 48-52

15 minutes to process & prepare your piece (flip chart)

3 minutes to share your expertise with group

Jigsaw Groups 1-4

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Phonemic Awareness

Phonemes not shared btwn English & NL
Words and sounds must have meaning
Sounds are grouped by L1 phonemes (may not be the same in L2)
Songs and poems with rhythm and repetition and rhyme

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Phonics

Are Ss familiar with “functions of print” (L1 and L2)
Different writing systems

Mandarin squiggles represent ideas while English

squiggles represent sounds

Start with similar sounds, then move to conflicting sounds

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Word Pairs

	Same	Opposite	Go Together	No Relation
glacier/ice
ice/meltwater
fast/slow
move/creep
steep/creep

M. Ferraro

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Metalinguistic Skills ~ Cognates

Bilingual Kindergarten, Martinez School, New Haven

Bilingual 1^st grade

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Book Wall

Leslie Lopez, 2^nd grade bilingual, Columbus Family Academy

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How well do you know these words?

	glacier	crystals	meltwater
Never seen the word before			X
Read or heard of the word but don’t know it
Have some idea		X
Have clear understanding, can explain it	X
Deep knowledge of word and can apply to all situations

Beck, McKeown, & Kucan, 2002

M. Ferraro

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Word awareness: Word generation

40

http://www.janaechevarria.com/?p=969

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Word awareness: Concept maps I

41

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Word awareness: Concept maps II

42

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Word awareness: Concept maps III

43

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Attention to

Transitions

44

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Graphic Organizers:

45

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Review of Module 2

Where we’ve been and where we’re headed:

Sheltered Strategies Checklist�

In your groups, use the plan for application to:

Modify the parts of the lesson that include reading/listening (INPUT)

Share modifications @ your table

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Module 3 Learner Outcomes

Explain why current typical classroom interaction models do not produce sufficient output time for students.
Explain why interaction is important and necessary for MLs.
Identify the characteristics of an “instructional conversation.”
Explain how varying teacher question strategies can elicit student responses- no matter what level of language development the student currently possesses.
Identify the points in a student’s language development when s/he needs to be challenged to produce longer, extended utterances.
Use language modeling to increase students’ opportunities for output.
Identify small group experiences that increase student interaction and content engagement.
Identify when and how to respond to students’ written errors.
Apply these ideas to one of their own lessons.

Page 2, Module 3

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Why is interaction important to language development and academic development?

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Why is Interaction Important to �Language & Student Development?

Allows the learner to co-construct knowledge
Helps construct the student’s classroom identity
Provides the learner the practice needed to develop academic language
Facilitates expression of ideas in a variety of ways

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Creating Opportunities for Output

Changing Traditional Classroom Discourse From IRE to WRL
Engaging Appropriate Language Proficiency Levels Through Cognitively Challenging Questions
Giving Students Voice

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Traditional Classroom Interaction

(Teacher) I: Initiation

(Student) R: Response

(Teacher) E: Evaluation

T has 66% of the talk time: Initiation and Evaluation

S responds with 1-2 word utterances, increasing T talk to 95%

Divide the remaining time, 5%, by # of Ss in class (25 Ss) = .2% talk time/student

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“Buffalo Lady”

What did the T do to facilitate output?

Question Strategies:
Use Open-ended questions
Ask Higher level cognitive level questions
Expand topic by asking same S or other Ss to add
Scaffold, if necessary
Link questions to Ss’ previous comments
Ask questions with unknown answers

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“Buffalo Lady”

What did the T do to facilitate output?

Response Strategies

Paraphrase/recast
Repeat
Back-channel
Give confirmation checks
Silence/pauses