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Dale’s Cone of Experience
We Tend
to Remember
LearningLevel of
Involvement
Verbal Receiving
Visual Receiving
Participating
Doing
10%
30%
50%
70%
90%
20%
Reading
Hearing Words
Looking at Pictures
Watching a movieLooking at an Exhibit
Watching a DemonstrationSeeing it actually done
Participating in a Discussion
Giving a TalkDoing a Dramatic Presentation
Simulating the Real Thing
Doing the Real Thing
Citation Examples
Journal articleBerkerian, D.A. (1993). In search of the typical eyewitness.
American Psychologist, 48, 574-576.
Chapter in an Edited TextBjork, R.A. (1989). Retrieval inhibition as a adaptive mechanism in human
memory. In H.D. Roediger III & F.I.M. Craiks (Eds.), Varieties of
memory & consciousness (pp. 309-330). Hillsdale, NJ: Erlbaum.
Citation Examples Continued
TextCone, J.D. & Foster, S.L. (1993). Dissertations and thesis from start to finish:
Psychology and related fields. Washington, D.C.: American
Psychological Association.
Internet ArticleVandenBos, G., Knapp, S., & Doe, J. 92001). Role of reference elements in the
selection of resources by psychology undergraduates [Electronic
version]. Journal of Bibliographic Research, 5, 117-123.
Fredrickson, B.L. (2000, march 7). Cultivating positive emotions to optimize
health and well-being. Prevention and Treatment, 3, Article 0001a.
Retrieved November 10, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.html
Citation Assignment
Create a citation for each of the four examples that follow.
1. Chapter in an Edited TextChapter: Sheltered Subject-Matter Teaching
Author: Stephen D. Krashen
Text: Methods That Work
Date of publication: 1993
Pages: 143-148
Editor: John W. Oller, Jr.
Publisher: Heinle & Heinle
Site of Publication: Boston, Massachusetts
Citation Assignment, cont.
2. Journal articleArticle: Code Switching, Bilingualism, and Biliteracy: A Case Study
Author: A. Huertas-Macias
Date of publication: 1992
Pages: 3,4
Volume: 16
Journal: Bilingual Research Journal
Citation Assignment, Cont.
3. Internet ArticleArticle: Bilingual Assessment
Author: Jim Cummins
Date of publication: 2001
Retrieval Date:
Internet Address: http://www,journals/apa/org
4. TextTitle of Book: Promoting Academic Success for ESL Students
Author: Virginia P. Collier
Date of Publication: 1995
Site of Publication: Elizabeth, NJ
Publisher: NJTESOL-BE, Inc.
Strategies to Increase the Academic Literacy of the Bilingual Student
Active learning
Cooperative Learning
Whole Language
Phonemic Awareness
Authentic Literature
Problem Solving
Blooms Taxonomy
Strategies, Cont.
Development of Prior Knowledge
Calla: Cognitive Academic language Learning Approach
Instructional Conversations
Graphic Organizers
Authentic Assessment
Parental Involvement
Strategies, Cont.
Peer CoachingCultureTechnology:
ComputersCD-RomLaser DisksE-MailMulti-Media
What Should be in Place on Entering an ESL Classroom?
Certified and Endorsed TeachersActive LearningHigher Order ThinkingDevelopmentally appropriate MaterialsOngoing Collaboration with content Area TeachersKnowledge of state and national Laws, Statutes, Court Decisions
ESL Classroom, Cont.
Knowledge of TEKSKnowledge of TAAS ObjectivesKnowledge of Authentic AssessmentKnowledge of Research Based ESL Strategies and TechniquesEstablished CentersIntegration of Music, Art, P.E.
ESL Classroom, Cont.
Predictable daily procedures
Whole language
Phonemic awareness
Big Books, chapter Books, Authentic Literature
ESL Classroom, Cont.
Professional LibraryKrashen
Cummins
Collier
Lindholm
Genesee
Christian
Montone
Hakuta
Wong-FillmoreShortBristerGonzalezClayLambert(William and WallaceU.S. Department of Education
ESL Classroom, Cont.
Software
CDs and Cassettes
Videotapes
Computers:Internet
Content Areas
Goldilocks
Knowledge
Comprehension
Application
What are some of the things goldilocks did?
Why did goldilocks like the things that belonged to the little bear?
If goldilocks came to your house, what might she have tried to use?
Goldilocks, Cont.What parts of the story couldn’t have really happened?
How might the story have been different if goldilocks had visited the “three fishes”?
Was goldilocks good or bad? Why do you think so?
Analysis
Synthesis
Evaluation
Content Area ESL
Cooperative Learning
Graphic Organizers
Cognitive Academic Language Learning Approach(CALLA)
Higher Order Thinking
Multiple Intelligences
Scaffolding
Content Area ESL, Cont.
Prior Knowledge
Strategies for Integrating Language and Content
Adaptations
Technology
Parental Involvement
Authentic Assessment and Portfolios
Programs for ELLs
Transitional Bilingual Education
Maintenance/Development
Canadian Immersion
Structured English Immersion
Two-Way Immersion Programs
Programs for ELLs, cont.
Newcomer Programs
Sheltered English
Specially Designed Academic Instruction in English(SDAIE)
ESL Pullout
English Language Development(ELD)
StrategiesStrategies are specific methods of approaching a problem, a task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information.
They are contextualized “battle plans” that might vary from moment to moment, or day to day, or year to year.
Strategies vary intraindividually: each of us has a whole host of possible ways to solve a particular problem and we choose one—or several of those in sequence—for a given problem. (H.D. Brown, 1994, p. 104)
1Knowledge
Remember
Name Define Memorize Repeat
Record List Recall Locate Relate
Know Match State Write Recognize
Books, facts,events, T.V., radio, newspapers, films,
records, models
Who?What?
6E
valu
atio
nJu
dge
App
rais
e, e
valu
ate,
rate
, val
ue, j
ustif
y
mea
sure
, rev
ise,
dec
ide,
cho
ose,
dis
cuss
Scor
e, s
elec
t, as
sess
, est
imat
e, d
ebat
e
Rec
omm
enda
tions
, sur
veys
Sim
ulat
ions
, new
s ite
ms
cour
t tri
als,
eva
luat
ion
Why
?W
hy N
ot?
Activities That integrate Content And Academic language
Phase Activity
Preparation 1. Show students how to use graphic organizer to identify prior knowledge, prepare study guides, and restructure prior knowledge.
2. Have students identify new words and structures that they hear
or read.
Presentation 3. Provide general overview of lessons; present new information in
chunks
4. Scaffold new information to support meaning and ensure comprehension.
5. Integrate process skills with content.
6. Provide explicit instruction in learning strategies.
Activities That integrate Content And Academic language
Phase Activity
Practice 7. Students listen, speak, read, and write in all content areas.
8. Use hands on and cooperative learning activities.
Expansion 9. Use content resource materials.
10. Connect to outside experiences.
Evaluation 11. Monitor students’ comprehension and teach the to :know when they don’t know”.
12. Students describe and evaluate the strategies they use.
