Differentiating instruction for culturally and linguistically diverse students using sheltered instruction strategies

Presented by: Johanna Cena & Carol Kinch

Tigard-Tualatin School District

Spring 2008

Index cards

As you come in please answer the following question on an index card:

Why do culturally and linguistically

diverse students struggle in Oregon schools?

Objectives

Content Objectives: Review and reflect on sheltered teaching practices

related to building background, comprehensible input, and assessment when working with Culturally and linguistically diverse students.

Language Objectives: Actively listen to sheltered instruction

overview, discuss strategies, and record thoughts on student success.

Sheltered Instruction

Content/Language objectives

Building Background

Comprehensible Input

Learning Strategies

Interaction

Practice / Application

Lesson Delivery

Review & Assessment

SDAIE

CALLA GLAD

SIOP

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What is Sheltered Instruction?

Sheltered Instruction

Sheltered instruction doesn’t require teachers to throw away their favorite techniques, or add copious new elements to their teaching.

Sheltered instruction brings together what to teach by providing an approach for how to teach it. (Echevarria, Vogt, Short, 2000)

Building Background

Building Background

Concepts explicitly linked to students’ background experience.

Student learning can be enhanced if we tie into their existing “schema”

Links explicitly made between past learning and new concepts.

Key vocabulary emphasized: introduced, written, repeated and highlighted for students to see.

Foodmusic, dance,

dress, celebrations,religion, language,

holidays

Beliefs, sense of time, family structure, gender roles, norms, social behaviors,

values, sense of humor, traditions, rules, sense of self, identity, spatial perceptions, rewards and recognition, perceptions of

success

Aspects of Culture

Readily observed aspects

Less easily observed aspects

Indicators of Instruction: Strategies•Teach learning strategies to enhance comprehension and retention of learning.

•Use metacognitive, cognitive and social/affective strategies to develop independent learning practices

•Provide appropriate scaffolding to support students learning through various activities.

•Utilize questioning techniques that elicit higher thinking skills.

Evaluation

Synthesis

Analysis

Application

Recall

Scaffolding Model:

Mini-LectureDirect InstructionOne-on-one

ModelingDemonstrationsDiscussionsGuided notesbrainstorming

Practice Peer modelingReciprocal teachingCooperative learningCollaborative teamsRole playing

Student independentlyApplies strategies

Teacher Centered

Teacher Assisted

Peer Assisted

Student Centered

Kipplekirp and Squiggliary

Kipplekirp and Squiggliary miffely lurped down to the gery. Kipplekirp larfed at Squiggliary and lurped around the gery. Squiggliary kurt gottle, Kipplekirp liged up the fidder and lurped ganso.

Where did Kipplekirp and Squiggliary go? What did Kipplekirp do to Squiggliary? How did Squiggliary respond? What did Kipplekirp do at the end of the story? How do you think Kipplekirp might handle this differently in the

future?

Higher order questions

What level of questioning do I see in the classroom now?

How can I or teachers elicit higher order questions/answers from my ELLS?

Brainstorm learning strategies with your table.

Review and Assessment

Activity

Why do culturally and linguistically diverse students struggle in Oregon schools?

What is one thing that is within your control to change?

Alienation is the number one cause of failure among immigrant students.

Jim Cummins