Are you down with ZPD?

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Are you down with ZPD?

Scaffolding to reach the needs of diverse learners

Katherine Iraheta

Economics!

Complete the sentences to explain 3 ways how this lesson could improve…

http://youtu.be/uhiCFdWeQfA

Turn & Talk• Share with your neighbor your 3

reflections• Choose one of your best (or the

best) to share out

1. To determine scaffolding’s role with the Common Core

2. To explore why not all learners internalize information at the same rate

3. To develop a range of scaffolding techniques to meet students’ individual needs

4. To provide examples of what scaffolding is & what it is not

Objectives…

Congratulations!

Award: Trip to Paris, France December 30, 2012 – January 5, 2013PAID/TAKEN CARE OF:-Hotel-Round-trip Airfare & €200 Transportation Stipend-Meal Allowances €50/day-Cultural Exploration allowance €1000-Substitute & Sub plans

STIPULATIONS…• Attend a French lecture (1/2/12) a

“l'universite de sorbonne” about adolescent education

• Share out what you learned back in USA

• Complete walkthroughs at a French Public School (1/3/12)•Share your feedback with the French Administration at the school•Can bring 1 other person with you (split funds; airfare provided)

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What will you need to be successful?

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Success Graphic Organizer

Needs for being successful on my trip to France

(with _____)

1. Meet basic needs (food,

shelter, clothing,

etc...)

2. Listening to lecture in French & how you will share back at your school

with your colleagues

3. Walking through a French Public School to provide feedback

4. Meet social needs

(entertainment, tourism, etc...)

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http://popplet.com/app/#/512725

3 minutes to brainstorm 2 to chat with a peer/trio 1 to call out & check off

3, 2, 1… Leader has, do I have?

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Between 2 volunteers for set amount of time Repeat the phrase, “I like to be independent

when…” & finish with your own thoughts Wait until the next person shares before you

jump in If you agree, applaud briefly (3-5 claps)

Ping Pong

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Instructional Scaffolding

Teach Model Practice Apply

Increasing Independence

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Group Scaffolding

Whole Class Small Group Partners Individual

Increasing Independence

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Scaffolding Techniques

BUILDING INDEPENDENCE

Taking students from where they are to the next level.

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Interpreting ACCESS for ELLs® Scores 13

WiDA ACCESS Scores & Can Do Descriptors…On your index card, brainstorm everything you know about LEP testing/data

Interpreting ACCESS for ELLs® Scores

Consult the Solution Stations To find out more about WiDA & Can Do Descriptors:

1. Move to a station2. Leave your note card at your table3. Read up on your topic4. Come back and write down what you recall

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Foundations, Frameworks and Tools for Serving ELLs 15

ACCESS TestAll LEP students in NC are given the ACCESS Test for English Language Learners annually from February to March.

The ACCESS is designed to monitor the progress of student’s English language development.

The test covers the Language of Math, Science, Social Studies, Language Arts, and Social and Instructional Language.

The test scores, though not the only piece of data, are a valuable indicator of the student’s English Language Proficiency.


The Four Language Domains

Listening

Speaking

Reading

Writing


How to use ACCESS test data?

Eligibility for accommodations on State Tests

A criteria for ESL Program enrollment

LEP Exiting Criteria

AND MOST IMPORTANTLY… To build and design instruction and assessments (both inside and outside of ESL classroom)


RubricStudents are graded on a rubric incorporating the following levels:

These levels inform teachers, in part, of what to expect from students in regards to the development of content area language.

Interaction of Performance Level: Definitions and ELLs’ Abilities

Language Proficiency (Performance Level Descriptions)

1 Entering

2 Beginning

3 Developing

4 Expanding

5 Bridging

Performance Levels

L 1

L 2

L 3

L4

L 5Linguistic

ComplexityVocabulary

UsageLanguage

Control

Presentation Name / 19

Given the LEP Rosters & the WiDA Can Do Descriptors…* For specific students, you can determine which scaffolds are appropriate for every instructional activity

Does not have to be with only LEP students Can use Can Dos for Non-LEP whose data on EOGs, formal/informal assessments, exemplifies that they have different listening, speaking, reading, & writing skill sets

COMBINE & APPLY

Presentation Name / 20

Let’s plot some points!



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Take a Break

See you in 5 minutes

Consider the following sentences…1. El uso de la bicicleta ha logrado mejorar el

medio ambiente y a cambiar la estructura de ciudades.

2. La bicicleta es grande.

Count how many words you know in each sentence.

Word Knowledge Correlates with Comprehension“In today’s terms this means that the number of words known [by students] predicts how… learners perform on high stakes tests that call for any type of reading comprehension.”“Unless students know 85-95% of the words they are reading, comprehension will be stifled.”

Calderon, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print.

SCAFFOLDING… A PRE-TEACH IN 7 STEPS….

1.(Instructional) Scaffolding


2. “To use scaffolding as an instructional tool, the teacher provides tasks that enable the learner to build on prior knowledge and internalize new concepts. The teacher must provide assisted activities that are just one level beyond that of what the learner can do independently. Once learners demonstrate task mastery, the scaffolding is decreased and learners accept responsibility.”

"Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>.


3. Scaffolding is an instructional technique, in which a teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge.


4. In other words, “Instructional scaffolds are temporary support structures teachers put in place to assist students accomplish new tasks and concepts they could not typically achieve on their own.”


5. Say 3x!

Scaffolding! (happy)

Scaffolding! (angry)

Scaffolding. (whisper)


6. Tell your partner about a time you were given scaffolding to understand something.

OR

Think of a time you provided scaffolding to someone who needed to understand something.


7. Let’s remember that s-c-a-f-f-o-l-d-i-n-g comes from a building construction reference but we want to think about its building of knowledge context.

1. Teacher says the word.2. Teacher states the word in

context from the text.3. Teacher provides the

dictionary definition(s).4. Explains meaning with

student-friendly definitions.5. Asks students to repeat the

word 3 times.6. Engages students in

activities to develop word/concept knowledge.

7. Highlights features of the word: polysemous, cognate, tense, prefixes, etc.

1. Weather can have a big effect on your life.

2. Say effect 3 times.3. The result or consequence

of something.4. Influence, or the power to

make something happen.5. Two cups of coffee in the

morning have a big effect on me -- I can’t sleep at night!

6. What has had a big effect on your life recently? TTYP

7. How do we spell effect? What other word is similar?

Teaching Concepts/Vocabulary

More Examples for Step #6

Question, Reasons, Examples• If you are studying for a test, you need to do it persistently. What

else do you need to do persistently?

• Say faithful if it applies:– A cat who always comes home before dark.– A brother who takes care of his sister.– A girl who has 3 boyfriends.– You provide an example for us.

Making Choices & Review• What would you do - feel fortunate

or feel unfortunate if you:– won a million dollars?– had to clean somebody

else’s mess?– got a hug from your favorite

movie star?– were told you had 3 months

of vacation?• Applaud if you’d like to be

described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated.

Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary as a scaffold for our students?

Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary as a scaffold for our students? • I can picture using the 7 Steps with (Name of

student or students) because (he/she/they)….

• What I like about the 7 Steps is…

Will scaffolding be the same for each student?

Give me 3 reasons why you say, “yea,” or “nay.” 39

Zone of Proximal Development

The distance between the individual’s actual and potential development level.

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Stages of the ZPD

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Take a Break

See you in 5 minutes42

How To Scaffold•••••

ModelProvide constructive feedbackActivate prior knowledgeBuild backgroundUse supports– Sensory– Graphic– Interactive– Language

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helps students accesscomplex texts directly.

allows the reader a firstencounter with minimalclarifications.

guides the reader with follow-up support.

encourages re-reading.

Scaffolding doesn’t mean…• compromising the integrity of the standards • replacing the text.

• telling students what they are going to learn.

Scaffolding…

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TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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Examples of Scaffolding

Modeling/Demonstrations

Realia and Multi-media

Hands-onManipulatives

Pictures

Visuals

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Scaffolding: OrganizersVenn Diagram

Concept Map

Sequence

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Scaffolding Techniques http://www.online-utility.org/text/analyzer.jsp

VERBAL TECHNIQUESParaphrasing

Putting text into your own words for easier understanding

RecastingRestate the students response in correct English

Using “Think-Alouds”Model thinking through problem solving verbally

Key VocabularyClarifications and definitions

Slowing Speech, Increasing Pauses, and Speaking in PhrasesProvide time to process information

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http://www.online-utility.org/text/analyzer.jsp

Exit Ticket 1

Complete the 4 square summary & feedback form, please

Scaffolding & Differentiation with Data WiDA ACCESS Process example

• Students take assessment in 4 language modalities

• Scored• Shared

back with District

• Interpret individual ACCESS scores

• Plot on appropriate level for each language modality (Can Do Clusters)

• 1 student per sheet

• Unpack the standards for the lesson

• Determine your activities

• Use the Can Do Clusters to scaffold

• Be sure to differentiate

• Create differentiated activities off of non-mastery from pre-assessments

• Example: Tom vs. Tina (matching vs. 1 word)

• Where are they now?

• What do they need?

• How will they get there?

AnalyzeAssess Build Teach Evaluate

Don’t be a Ben Stein!You’re better than that.

http://youtu.be/uhiCFdWeQfA

Dessert NuggetsApart from any breakout session specific “exit ticket,” we are asking you to share back with your school-based colleagues a takeaway/highlight from your session. Before you leave for lunch…1. Write on a sticky note what you want to

highlight (Example: “7 Steps to Pre-teaching Vocabulary”)

2. Look for your school’s poster & stick your note on it before leaving to eatAfter lunch…

1. Take a moment to share with your colleagues your “nuggets” (favorite feature)

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Works Cited

Thank [email protected]

"CAL: Topics: English Language Learners." CAL: Topics: English Language Learners. N.p., n.d. Web. 16 Oct. 2012. <http://www.cal.org/topics/ell/>.

Calderon, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print.

"COMMON CORE STATE AND NC ESSENTIAL STANDARDS." Common Core State and NC Essential Standards. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/acre/standards/>.

"English Language Development (ELD) Standards." WIDA English Language Proficiency (ELP) Standards: Download the 2007 Edition and Resource Guide. N.p., n.d. Web. 16 Oct. 2012. <http://www.wida.us/standards/eld.aspx>.

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, Douglas, and Nancy Frey. ""Guided Instruction"" Scaffolds for Learning: The Key to Guided Instruction. N.p., n.d. Web. 16 Oct. 2012. <http://www.ascd.org/publications/books/111017/chapters/[email protected]>.

"LANGUAGE ARTS." English/Language Arts. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/curriculum/languagearts/>.

"Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>.

Documents

Are you down with ZPD?