MANY LANGUAGES MANY IDEAS MANY APPROACHES STRATEGIES FOR

MANY LANGUAGES, MANY IDEAS, MANY APPROACHES: STRATEGIES FOR TEACHING SCIENCE IN BILINGUAL CLASSROOMS DR. KAREN TERRELL UNIVERSITY OF MASSACHUSETTS DARTMOUTH MAY 28, 2019

AGENDA • ABOUT ME • OUR GOALS • KEY VOCABULARY • COMPREHENSIBLE INPUT • SUMMARY 2

A LITTLE ABOUT ME… 3

A LITTLE ABOUT ME… EDU 518, Week 1 4

OUR GOALS • LEARN STRATEGIES FOR TEACHING SCIENCE AND MATHEMATICS TO ENGLISH LANGUAGE LEARNERS AND IN BILINGUAL CLASSROOMS. • INTERACT WITH DR. TERRELL AND OTHER PARTICIPANTS IN DISCUSSIONS ABOUT BILINGUAL STEM INSTRUCTION • DISCOVER WAYS TO APPLY NEW INSTRUCTIONAL AND ASSESSMENT APPROACHES IN THEIR CLASSROOMS. 5

KEY VOCABULARY • AFTER IDENTIFYING THE CONTENT TO TEACH, WE NEED TO DETERMINE THE VOCABULARY THAT MAY BE INVOLVED • TIER 1: WORDS OF EVERYDAY SPEECH, USUALLY 1 -2 SYLLABLES • TIER 2: GENERAL ACADEMIC WORDS, TYPICALLY MULTIPLE SYLLABLES OR A WORD CLUSTER, OFTEN OVERLOOKED BUT CRITICAL, OFTEN HAVE MULTIPLE MEANINGS • TIER 3: DOMAIN-SPECIFIC WORDS ALL STUDENTS ENROLLED IN THIS CLASS WILL HAVE TO LEARN THESE TERMS 6

KEY VOCABULARY • AFTER IDENTIFYING THE CONTENT TO TEACH, WE NEED TO DETERMINE THE VOCABULARY THAT MAY BE INVOLVED • TIER 1: WORDS OF EVERYDAY SPEECH, USUALLY 1 -2 SYLLABLES • TIER 2: GENERAL ACADEMIC WORDS, TYPICALLY MULTIPLE SYLLABLES OR A WORD CLUSTER, OFTEN OVERLOOKED BUT CRITICAL, OFTEN HAVE MULTIPLE MEANINGS • TIER 3: DOMAIN-SPECIFIC WORDS ALL STUDENTS ENROLLED IN THIS CLASS WILL HAVE TO LEARN THESE TERMS 7

KEY VOCABULARY • READ THIS EXCERPT: “NOT ALL OF THE LIGHT FROM THE SUN MAKES IT TO THE SURFACE OF THE EARTH. EVEN THE LIGHT THAT DOES MAKE IT HERE IS REFLECTED AND SPREAD OUT. THE LITTLE LIGHT THAT DOES MAKE IT HERE IS ENOUGH FOR THE PLANTS OF THE WORLD TO SURVIVE AND GO THROUGH THE PROCESS OF PHOTOSYNTHESIS. LIGHT IS ACTUALLY ENERGY, ELECTROMAGNETIC ENERGY TO BE EXACT. WHEN THAT ENERGY GETS TO A GREEN PLANT, ALL SORTS OF REACTIONS CAN TAKE What Tier 2 and Tier 3 terms do you PLACE TO STORE ENERGY IN THE FORM OF SUGAR MOLECULES. ” 8 see?

KEY VOCABULARY • WHAT ARE SOME WAYS TO PROVIDE VOCABULARY INSTRUCTION? • BRAINSTORM AND DISCUSSION CONCEPT MAP 9

KEY VOCABULARY • WHAT ARE SOME WAYS TO PROVIDE VOCABULARY INSTRUCTION? • COMPARISON VENN DIAGRAM 10

KEY VOCABULARY • WHAT ARE SOME WAYS TO PROVIDE VOCABULARY INSTRUCTION? • INVESTIGATION FRAYER MODEL 11

KEY VOCABULARY • WHAT ARE SOME WAYS TO PROVIDE VOCABULARY INSTRUCTION? • INVESTIGATION FRAYER MODEL 12

KEY VOCABULARY: YOUR TURN • CONSIDER AN UPCOMING LESSON OR ONE YOU WOULD LIKE TO ENHANCE NEXT SCHOOL YEAR: • WHAT KEY VOCABULARY WOULD YOU LIKE TO HIGHLIGHT? • DETERMINE A USE FOR THE CONCEPT MAP, VENN DIAGRAM, OR THE FRAYER MODEL IN YOUR VOCABULARY INSTRUCTION • SHARE OUT!!! 13

KEY VOCABULARY • THERE’S MORE STRATEGIES OUT THERE, OF COURSE!!! • CONCEPT CIRCLES: • CHOOSE COMMON ATTRIBUTES OR RELATIONSHIPS AMONG A NUMBER OF TERMS. • DRAW A CIRCLE DIVIDED INTO SECTIONS (3 -6) AND PUT A TERM INTO EACH SECTION, ALL OF WHICH HAVE RELATED IN SOME WAY OR ALL BUT ONE ARE RELATED. • CAN ALSO LEAVE A SECTION BLANK FOR STUDENTS TO ADD IN THEIR OWN EXAMPLE OR A NON-EXAMPLE. • DIRECT STUDENTS TO IDENTIFY THE COMMON ATTRIBUTES, NAME THE RELATIONSHIP THAT EXISTS AMONG THE TERMS IN THE CIRCLE, OR TO EXPLAIN WHY THE ONE TERM DOES NOT BELONG IN THE CIRCLE.

KEY VOCABULARY • THERE’S MORE STRATEGIES OUT THERE, OF COURSE!!! • CONCEPT CIRCLES: Concept: _____ Sun Plants Energy Chloroplast Concept: _____ Sun Plants Energy ______ Concept: _____ Sun Plants Energy Digestion 15

KEY VOCABULARY Now you try it! • THERE’S MORE STRATEGIES OUT THERE, OF COURSE!!! • CONCEPT CIRCLES: Concept: _____ Sun Plants Energy Chloroplast Concept: _____ Sun Plants Energy ______ Concept: _____ Sun Plants Energy Digestion 16

KEY VOCABULARY • WORD SORT: • HELPS STUDENTS RECOGNIZE THE SEMANTIC RELATIONSHIPS AMONG KEY CONCEPTS • HELPS STUDENTS DEVELOP A DEEPER UNDERSTANDING OF KEY CONCEPTS, AND ALSO ARE AN EXCELLENT METHOD OF TEACHING THE COMPLEX REASONING SKILLS OF CLASSIFICATION AND DEDUCTION • STUDENTS ARE ASKED TO SORT VOCABULARY TERMS INTO DIFFERENT CATEGORIES AND EXPLAIN THEIR CHOICES. • THE STRATEGY CAN BE USED IN TWO DIFFERENT WAYS: • “CLOSED SORT” = THE TEACHER PROVIDES THE CATEGORIES INTO WHICH STUDENTS ARE TO ASSIGN WORDS • “OPEN SORT” = STUDENTS GROUP WORDS INTO CATEGORIES AND IDENTIFY THEIR OWN LABELS FOR EACH CATEGORY 17

KEY VOCABULARY Now you try it! • WORD SORT: acceleration free fall kinetic friction displacement inertia mechanical energy force kinetic energy momentum motion projectile motion terminal velocity potential energy speed velocity power static friction work 18

KEY VOCABULARY • WORD SPLASH: • CONTENT VOCABULARY IS ARRANGED RANDOMLY ON A BOARD, CHART, OR PAPER. • STUDENTS ARE ASKED TO USE THE WORDS IN A SENTENCE, PARAGRAPH DRAWING OR DIAGRAM. • CAN BE OPEN OR CLOSED 19

COMPREHENSIBLE INPUT • TERM COINED BY STEPHEN KRASHEN (1981) • MAKING ADJUSTMENTS TO SPEECH SO THAT THE MESSAGE TO THE STUDENT IS UNDERSTANDABLE • GOAL: PROVIDE ACCESS TO LANGUAGE FOR ALL STUDENTS • MULTIPLE METHODS: • VISUALS • GESTURES • MODIFYING SPEECH (E. G. , SLOW DOWN, WAIT TIME, CLEAR EXPLANATIONS, ETC. ) • MODELING 20

COMPREHENSIBLE INPUT • COMPREHENSION STRATEGIES • 3 READ: HAVE STUDENTS READ A PROBLEM 3 TIMES IN ORDER TO MAKE SENSE OF IT. 1. CONTEXT 2. QUESTION 3. INFORMATION 21

COMPREHENSIBLE INPUT • COMPREHENSION STRATEGIES • 3 READ: HAVE STUDENTS READ A PROBLEM 3 TIMES IN ORDER TO MAKE SENSE OF IT. 22

COMPREHENSIBLE INPUT • COMPREHENSION STRATEGIES • 3 READ: HAVE STUDENTS READ A PROBLEM 3 TIMES IN ORDER TO MAKE SENSE OF IT. 23

COMPREHENSIBLE INPUT • COMPREHENSION STRATEGIES • WITH WHICH STATEMENTS DO YOU AGREE? 24

COMPREHENSIBLE INPUT • COMPREHENSION STRATEGIES • ANTICIPATION GUIDES 1. IDENTIFY MAJOR CONCEPTS YOU WANT STUDENTS TO LEARN 2. CREATE 4 -6 STATEMENTS THAT SUPPORT OR CHALLENGE STUDENTS’ BELIEFS AND EXPERIENCES ABOUT THE TOPIC. 3. SHARE THE GUIDE WITH THE STUDENTS. 4. DISCUSS THE STATEMENTS WITH THE CLASS. 5. HAVE STUDENTS READ THE TEXT OR RECEIVE DIRECT INSTRUCTION. 6. RESHARE THE GUIDE WITH THE STUDENTS. 7. HAVE A DISCUSSION WITH STUDENTS ABOUT WHAT THEY LEARNED. 25

COMPREHENSIBLE INPUT • COMPREHENSION STRATEGIES Now you try it! • ANTICIPATION GUIDES 1. IDENTIFY MAJOR CONCEPTS YOU WANT STUDENTS TO LEARN 2. CREATE 4 -6 STATEMENTS THAT SUPPORT OR CHALLENGE STUDENTS’ BELIEFS AND EXPERIENCES ABOUT THE TOPIC. 3. SHARE THE GUIDE WITH THE STUDENTS. 4. DISCUSS THE STATEMENTS WITH THE CLASS. 5. HAVE STUDENTS READ THE TEXT OR RECEIVE DIRECT INSTRUCTION. 6. RESHARE THE GUIDE WITH THE STUDENTS. 7. HAVE A DISCUSSION WITH STUDENTS ABOUT WHAT THEY LEARNED. 26

SUMMARY COMPLETE THIS SENTENCE: “I PLAN TO USE THE ________ STRATEGY IN MY FUTURE INSTRUCTION, BECAUSE _______. ” 27

THANK YOU FOR YOUR TIME!!! DR. KAREN TERRELL KTERRELL@UMASSD. EDU 28