Student Engagement Strategies in the Language Classroom€¦ · Moves from meaningful, structured...

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STUDENT ENGAGEMENT STRATEGIES INTHE LANGUAGE CLASSROOM

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STUDENT ENGAGEMENTSTRATEGIES IN THE LANGUAGECLASSROOMAndrea M. Guillaume, Ph.D.Department of Elementary and Bilingual EducationCalifornia State University, Fullerton

WELCOME AND INTRODUCTIONS

Andrea Guillaume Professor at CSUF in the College of Education Former middle school teacher Expertise in Pedagogy: Teaching and Learning, Certificate in Applied Linguistics

You! Please say hello in the chat box. Give: Your name Your site Your target language The grade or level of language instruction you

teach

OUR NORMS

Questions are good! Feel free to add a comment to the chat session at

any time. You will also be asked to interact in a variety of

ways throughout the session.

AGENDA

Learning Targets in the Language Classroom Proficiency-based Instruction Guidelines for Choosing Engagement Strategies Strategies for Student Engagement Closure

LEARNING TARGETS IN THELANGUAGE CLASSROOM

SOURCES

World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve (California Department of Education, 2009)

NCSSFL-ACTFL Can-Do Statements (National Council of State Supervisors for Language and the American Council for the Teaching of Foreign Languages, 2013)

OUTCOMES IN THE LANGUAGECLASSROOMS

Content (topics) Communicative Modes

Interpersonal (person-to-person) Presentational (speaking and writing) Interpretive (listening and reading)

Cultures (of the language users) Structures (grammar) Settings (situations for language use)

EXAMPLE: CONTENT

Stage I Stage II Stage III Stage IV

Discrete elements of daily life: Family and

friends, pets, holidays, hobbies, jobs

Topics related to self and the immediate environment:Zoo and farm animals, fables,holiday customs, Significant historical figures,professions

Concrete and factual topics related to the immediate and external environment: Social norms, stereotypes, animals and habitats,environmental concerns

Complex, concrete, factual, and abstract topics related to the immediate and external environment: societal expectations, endangeredspecies

Concrete to Abstract

Simple to Complex

OUTCOMES IN THE LANGUAGECLASSROOM

Content (topics) Communicative Modes

Interpersonal (person-to-person) Presentational (speaking and writing) Interpretive (listening and reading)

Cultures (of the language users) Structures (grammar) Settings (situations for language use)

EXAMPLE: COMMUNICATIONStage I: Use formulaic Language

Stage II:Use created language

Stage III: Use Planned Language

Stage IV: Use Extended Language

SampleFunctions:• List• Name• Enumerate• Identify

learned words

• Reproduce in authentic ways

Sample Functions:• Initiate,

participate in, and close a conversation

• Ask and answer questions

• Produce and present a simple written, or oral, product in a culturally authentic way

Sample Functions:• Describe,

narrate, explain• State an opinion.• Demonstrate

understanding of the main idea and key details in authentic texts.

• Produce and present a writtenor oral product in a culturally authentic way.

Sample Functions: • Discuss, compare and contrast

• Support an opinion

• Persuade• Produce and present a complex written or oral product in a culturally authentic way.

Simple to Complex

OUTCOMES IN THE LANGUAGECLASSROOM

Content (topics) Communicative Modes

Interpersonal (person-to-person) Presentational (speaking and writing) Interpretive (listening and reading)

Cultures (of the language users) Structures (grammar) Settings (situations for language use)

PROFICIENCY-BASEDINSTRUCTION

LANGUAGE USE IN A PROFICIENCY-ORIENTED CLASSROOM… Is contextualized Is authentic Moves from meaningful, structured practice

to open-ended communication Uses topics that are familiar and interesting

to students. Focuses on use of many, related sentences

instead of isolated ones. Involves language use beyond the sentence

level.Source: Drawn directly from James Hussar, Proficiency

Oriented Instruction (2015) https://sites.google.com/site/drjhussarhomepage/resources-for-nrcal-

participants

GUIDELINES FOR CHOOSINGSTUDENT ENGAGEMENTSTRATEGIES

STUDENT ENGAGEMENT STRATEGIESSHOULD… Match students’ proficiency levels and ages. Use topics and settings that interesting for

students. Provide opportunities for students to work with

every other person in class (eventually). Give opportunities for students to use the

language frequently and repeatedly…and in different ways.

STUDENT ENGAGEMENTSTRATEGIES

A HANDFUL OF STRATEGIES

1. Up and Out2. Video Production3. Magnetic Art4. Artist trading card sessions

1. UP AND OUT*

*Guillaume, Yopp, and Yopp (2007)

UP AND OUT DESCRIPTION

Get students UP and OUT of their seats to speak and listen with a variety of peers.

Partners should vary often. The lengths of contact and the structures should

also vary.

UP AND OUT STRATEGIES: THREEEXAMPLES

Seasonal Partners Students sign up for a “spring” partner or “winter”

partner. Stop during the lesson and have students visit their

partners to use language related to the lesson. Playing Card Partners

Give students each a playing card. Ask them to find someone who…has the same

number…or…a different suit…or…the same color. Provide a prompt and ask them to discuss.

Note-checking Pairs Stop during the lesson and ask students to talk about

their class notes with a partner. Or have them discuss a journal entry. Or…

SAMPLE PROMPTS

Novice:“How many JOBS can you and your partner name?”

Intermediate:“Tell your partner about a fable you

know.”

Advanced:“Partners,

contrast the environmental

issues important to you.”

WHY UP AND OUT

It lowers affective filter. Physical movement encourages learning. Provides multiple language partners and a

context for use.

2. VIDEO PRODUCTION

VIDEO PRODUCTION DESCRIPTION

Students work in small groups. They script and produce videos in the target

language. They choose their topic and setting based on age

and proficiency levels. Novice: Pets, holidays, family members Advanced: International environmental issues

They record using Cell phone video camera Flip Camera

EXAMPLE: TARGETLANGUAGE = ENGLISH

YOUR TURN!VIDEO PRODUCTION!

Create a 2-minute video You are the creative team: You choose the subject

matter and format. See choice card. Good video :

Accurate Instructive Entertaining

We’re on a budget! Hurry!

SAMPLE TASKS FROM CHOICE CARD

Selling a “Product”Convince your audience to buy… A work of literature A healthy diet A vacation in a particular place An “American” food or product—Chinese audience A “Chinese” food or product—US audience

Surviving the United States Give one problem for surviving in America. Give one tip for facing that problem. Demonstrate the tip.

ROLL FILM!

ALL AGES CAN PRODUCE VIDEOS!

WHY VIDEO PRODUCTION?

Authentic taskHigh interestTeaches the importance of audienceContext-rich; higher level thinkingRehearsal: Practice, Practice, PracticeGreat for assessment of student

performanceAssociated with student achievement gains

CHAT TIME! In the chat box, please write an idea you might

consider for using video production in your classroom.

Or: Tell how you already use video production.

3. MAGNETIC ART*

*Guillaume, Yopp, and Yopp (2007)

MAGNETIC ART DESCRIPTION

Post works of art around the room. Alternatively, use:

Photos Magazine ads Quotes

Have students wander the room and stand by the work that “attracts” them.

Students discuss their choices in small groups near the works.

Students move again when you ask a new question.

LET’S TRY IT! The next slide contains three images. Study the images: Which image “attracts” you or

“draws you” to it?

1

2

3

Take our poll: Which

attracts you:

1, 2, or 3?

BE READY TO TALK! CHAT TIME

What “draws” you to that work?

Next Question: Which image best represents your classroom at its best?

Type 1, 2, or 3 in the chat box and say why.

"Setting Sun: Sacramento Valley,'' a 1925 scroll painting on silk mounted to paper by Chiura ObataAt http://ww2.hdnux.com/photos/11/14/61/2411593/5/920x920.jpg

Title not posted; Yoo HaeriAt: http://www.koreaneye.org/artist/haeri-yoo

Title not posted;Yue Min JunAt: http://visionaryartistrymag.com/2013/05/yue-minjun-enigmatic-grin/

WRITE MAGNETIC ART PROMPTS BASEDON PROFICIENCYStage I: Use formulaic Language

Stage II:Use created language

Stage III: Use Planned Language

Stage IV: Use Extended Language

SampleFunctions:• List• Name• Enumerate• Identify

learned words

• Reproduce in authentic ways

Sample Functions:• Initiate,

participate in, and close a conversation

• Ask and answer questions

• Produce and present a simple written, or oral, product in a culturally authentic way

Sample Functions:• Describe, narrate,

explain• State an opinion.• Demonstrate

understanding of the main idea and key details in authentic texts.

• Produce and present a written or oral product in a culturally authentic way.

Sample Functions: • Discuss, compare and contrast

• Support an opinion

• Persuade• Produce and present a complex written or oral product in a culturally authentic way.

“Name things you see.”

“Ask and answer questions about

the work.”

“Describe the work and give your opinion.”

“Persuade someone at

another work to choose the work

you picked.”

WHY MAGNETIC ART? It provides a context for language use. It gives visual referents for language use. It allows for student movement and varied

groupings. It is open-ended and small group, so most

students find it low risk.

4. ARTIST TRADING CARD SESSIONS

ARTIST TRADING CARD DESCRIPTION

Artist Trading Cards are original works of art that are 2.5 inches by 3.5 inches.

Have students make multiple copies of cards related to content appropriate for the age and stage.

Have trading card sessions where students swap their cards with peers.

They discuss their cards as they trade.

“My card shows xxxxxx.”

“That is interesting! My card shows yyyy.

Let’s trade!”

POSSIBLE PROMPTS FOR ARTISTTRADING CARDS

Novice: Favorite celebrations, holidays, and rites of passage; favorite vacations and travel, maps, destinations, and geography; important dates in the target culture

Intermediate: Favorite cultural and leisure-time activities, outdoor, recreational activities, music; Significant historical figures; clothing and fashion

Advanced: Favorite authors; world events, social and political issues

WHY ARTIST TRADING CARD SESSIONS? Cards provide an authentic context for language

use, which can require multiple modes of communication (presentational, interpersonal, and interpretive).

Students have the opportunity to talk with many partners.

Students rehearse—and polish—their use of the target language repeatedly by trading.

Students tend to enjoy creating and collecting.

CLOSURE

The last word goes to YOU!

ADD A CHAT COMMENT

What do you think you’ll try next to boost student engagement?

Any final questions?

THANKS FOR CHATTING!BEST WISHES!

Chokosai Eisho (active 1790-1799) http://www.classicartpaintings.com/Worldwide/Japanese/Eisho_+Chokosai+_Japanese_+active+1790-1799_1.jpg.html

RESOURCES

Guillaume, A.M., Yopp, R. H., & Yopp, H.K. (2007). Active Teaching: 50 Strategies for Engaging Students in the K-12 Classroom. Upper Saddle River: Merrill Prentice-Hall.

Hussar, J. (2015). Professor James Hussar. See “Resources for NRCAL participants. https://sites.google.com/site/drjhussarhomepage/