2011 TESOL Skillset for Multilevel Instruction (Colloquium)

A PANEL DISCUSSIONTESOL 2011

Targeting Targeting InstructioInstructio

n to n to Different Different ProficiencProficiency Levelsy Levels


n to n to Different Different ProficiencProficiency Levelsy Levels

MonitorinMonitoring and g and

Assessing Assessing ProgressProgress


Assessing Assessing ProgressProgress

Using Using Materials Materials

and and TechnoloTechnolo

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OrganiziOrganizing ng

InstructiInstructionon


InstructiInstructionon Building Building

Community/CCommunity/Collaborationollaboration

SKILLSSKILLS

Introductions: PanelistsIntroductions: Panelists

• Sylvia Ramirez MiraCosta CollegeMiraCosta College

• Rob Jenkins Santa Ana College School of Continuing EducationSanta Ana College School of Continuing Education

• Jayme Adelson-Goldstein Lighthearted LearningLighthearted Learning

• Donna Moss Arlington Education and Employment Program (REEP)Arlington Education and Employment Program (REEP)

• • Lynn SavageLynn Savage

City College of San Francisco (Retired)City College of San Francisco (Retired)

Getting to Know You

Your role:

• teacher

• coordinator

• administrator

• a combination

Getting to Know You

Your students:Your students:

• • adultadult

• • secondarysecondary

• • intensive programsintensive programs

• • otherother

Targeting Targeting Instruction to Instruction to

Different Different Proficiency Proficiency

LevelLevelss

MonitoriMonitoring and ng and

AssessinAssessing g

ProgressProgress


AssessinAssessing g

ProgressProgress

Using Using MaterialMaterial

s and s and TechnolTechnol

ogyogy


s and s and TechnolTechnol

ogyogy





Building Building Community/Community/CollaboratioCollaboratio

nn

IN THE MULTILEVEL CLASSROOM

IN THE MULTILEVEL CLASSROOM

By the end of our session you will be able to identify strategies for:

MuLtilevel Concepts

Level-specific: “Every class is a multilevel class”

Non level-specific: “One-room school house”

Thematic approach

Whole class opening and closing activities

Breakout time for level-specific groups

Breakout time for mixed-level groups

Multilevel Classes: An Opportunity for Learners

• Less proficient have an opportunity to interact with more proficient.

• More proficient benefit by using their English skills to help less proficient.

• Students learn to work together across differences.

• Students develop learning communities in which they learn from each other’s strengths.

- from “Promoting Success of Multilevel ESL Classes: What Teachers and Administrators Can Do” CAELA Brief April 2006

Single-Level ESOL Classes

Multilevel Multilevel ESOL ClassesESOL Classes

Goal Setting Learner-Centered Task-Based Cooperative

Groups Contextualized

Learning Assessment of

Learning Outcomes

Single-Level ESOL Classes

Multilevel Multilevel ESOL ClassesESOL Classes

• Broad spectrum of Broad spectrum of proficienciesproficiencies

• Distinct levels within the Distinct levels within the classclass

• Different Different curriculum/material for curriculum/material for different levelsdifferent levels

• Lesson plans and Lesson plans and assessments that address assessments that address these issuesthese issues

Goal Setting Learner-Centered Task-Based Cooperative Groups Contextualized

Learning Assessment of

Learning Outcomes


n to n to Different Different ProficiencProficiency Levelsy Levels(Jayme)(Jayme)


n to n to Different Different ProficiencProficiency Levelsy Levels(Jayme)(Jayme)


AssessingAssessing ProgressProgress(Lynn)(Lynn)


AssessingAssessing ProgressProgress(Lynn)(Lynn)



gygy(Donna)(Donna)



gygy(Donna)(Donna)



(Sylvia)(Sylvia)



(Sylvia)(Sylvia) Building Building Community/CCommunity/Collaborationollaboration

(Rob)(Rob)SKILLSSKILLS

TargetinTargeting g

InstructiInstruction to on to

Different Different ProficienProficiency Levelscy Levels

TargetinTargeting g




AssessinAssessing g

ProgressProgress


AssessinAssessing g

ProgressProgress


s and s and TechnoloTechnolo

gygy



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Building Building CommunityCommunity/Collaborati/Collaborati

ononOrganiziOrganizi

ng ng InstructiInstructi

onon



Systemize lessons Systemize lessons and materialsand materials

Systemize lessons Systemize lessons and materialsand materials

Seek Support Seek Support (Administration, (Administration,

colleagues, technology, colleagues, technology, students)students)

Seek Support Seek Support (Administration, (Administration,

colleagues, technology, colleagues, technology, students)students)

Pace lesson Pace lesson activities activities

appropriately appropriately

Pace lesson Pace lesson activities activities

appropriately appropriately

Skills we Skills we need to need to

Organize Organize InstructiInstructi

onon

Skills we Skills we need to need to

Organize Organize InstructiInstructi

onon

Thinking of Multilevel instruction…

And reimagining it as an orchestra…

And thinking about…YOU

MULTILEVEL LESSON PLAN

Theme: Resource/Text:

Objective 1 Lower level Ss will be able to…

Objective 2 Mid-level Ss will be able to…

Objective 3 Higher-level Ss will be able to…

OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be

practiced in break out groups

BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks

Low Level Mid Level High Level

CLOSING: WHOLE GROUP

Goal: Assess and reflect on learning from break-out groups























































Goal: Assess and reflect on learning from break-out groups Systemizing









































































































































































































































































Plan lessons around a single theme or topic

Systemizing

Identify types of housing available for rentIdentify types of housing available for rent

Interpret classified ads for local apartmentsInterpret classified ads for local apartments

Calculate monthly housing costs in order to Calculate monthly housing costs in order to make a housing choice.make a housing choice.

Systemizing

Students will be able to…

Systemizing

Systemizing

Systemizing

• Peer Dictation• Surveys• Interviews

Systemizing

• Peer Dictation• Surveys• Interviews

Systemizing

Pacing

Pacing











Goal: Assess and reflect on learning from break-out groupsPacing

We’ll come back together in: 20 min.

Pacing

Support

• Materials with answer keys

• Predictable structure of materials

• Clear delineation of group tasks

• Audio programs

Support

✔ ✔ Agency or Regional ML Agency or Regional ML networksnetworks

✔ ✔ Newsletters and BlogsNewsletters and Blogs

✔✔ Regional TESOL ListservsRegional TESOL Listservs

✔ ✔ Social Networks Social Networks Support





TargetinTargeting g



TargetinTargeting g




AssessinAssessing g

ProgressProgress


AssessinAssessing g

ProgressProgress



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Reduce Level Reduce Level StigmaStigma

Reduce Level Reduce Level StigmaStigma

Delegate Delegate Classroom Classroom

Responsibilities Responsibilities

Delegate Delegate Classroom Classroom

Responsibilities Responsibilities

Employ Employ Cooperative Learning Cooperative Learning

TechniquesTechniques

Employ Employ Cooperative Learning Cooperative Learning

TechniquesTechniques

Create a Create a Learner-Centered Learner-Centered

EnvironmentEnvironment

Create a Create a Learner-Centered Learner-Centered

EnvironmentEnvironment

Skills Skills needed to needed to

Build Build CommunityCommunity/Collaborati/Collaborati

onon

Student-centered instruction emphasizes [….] building on learners’ experiences and strengths while also teaching them how to use specific learning strategies to accomplish their goals.-CAELA brief on Evidence-Based, Student-Centered InstructionApril 2010

We’re in it together…We’re in it together…

Learner-Learner-CenteredCentered

InstructionInstruction

“I want the paper for the other group.” - student in adult ML ESL class

• Identify similarities and common goals and needs among all students.

• Do whole class activities and presentations.

• Avoid always resorting to mentor/mentee relationships for cross-ability activities.

Reduce Reduce Level Level

StigmaStigma

• Use colored folders or colored cards instead of labeling levels.

• Identify and address student needs in all skill levels.

Reduce Reduce Level Level

StigmaStigma

“When we engage our students in cooperative learning, they are developing cooperative skills.”

David Johnson & Roger Johnson

Active Listening

Paraphrasing

Checking for Understanding

Resolving Conflicts

Building Consensus

Expressing AppreciationCooperativCooperativ

e e LearningLearning

“positive interdependence”

“individual accountability”

David Johnson & Roger Johnson

• Have a common goal

• Shared Resources

• Rewards

CooperativCooperative e

LearningLearning

• Quiet Signal

• Time Limits

• Numbered Heads

• Students Police Themselves

• Classroom Tasks/Teams


LearningLearning

RolesSpecific to task or …FacilitatorTime KeeperRecorder

QuestionerReporterOthers


LearningLearning

“Classroom jobs build community. Students feel that they have a responsibility in the class. Every instructor has tasks she can delegate to students who then negotiate on who will do the job that day. These teams suit the open entry adult classroom well. - Donna Price

•Meeting

•Greeting

•Teaching

•Doing Tasks

•Mentoring

•Leading Groups

•Other Responsibilities

DelegatinDelegatingg










AssessinAssessing g

ProgressProgress


AssessinAssessing g

ProgressProgress



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TargetinTargeting g



TargetinTargeting g



Higher-Level Higher-Level LearnersLearners

Higher-Level Higher-Level LearnersLearners

Mid-level Mid-level Learners Learners Mid-level Mid-level Learners Learners

Lower-level Lower-level learners learners

Lower-level Lower-level learners learners

TargetinTargeting g


Different Different ProficienProficien

cy cy LevelsLevels

TargetinTargeting g


Different Different ProficienProficien

cy cy LevelsLevels

Lower-level learners Lower-level learners Lower-level learners Lower-level learners Lower-levelLower-levelLower-levelLower-level

LEARNERLEARNERS WILL S WILL

BE ABLE BE ABLE TO…TO…



Higher-levelHigher-levelHigher-levelHigher-level

Mid-LevelMid-LevelMid-LevelMid-Level

Low-Level: Identify jobs Low-Level: Identify jobs in the communityin the community

Low-Level: Identify jobs Low-Level: Identify jobs in the communityin the community

Mid-Level: Inquire about Mid-Level: Inquire about job opportunities in the job opportunities in the community (and request community (and request

a job application)a job application)

Mid-Level: Inquire about Mid-Level: Inquire about job opportunities in the job opportunities in the community (and request community (and request

a job application)a job application)

HL: “Sell” themselves to HL: “Sell” themselves to a potential employer in a a potential employer in a

face-to-face meetingface-to-face meeting

HL: “Sell” themselves to HL: “Sell” themselves to a potential employer in a a potential employer in a


Lower-level learners Lower-level learners Lower-level learners Lower-level learners Lower-levelLower-levelLower-levelLower-level





Higher-levelHigher-levelHigher-levelHigher-level

Mid-LevelMid-LevelMid-LevelMid-Level

Identify jobs in the Identify jobs in the communitycommunity

Identify jobs in the Identify jobs in the communitycommunity

Inquire about job Inquire about job opportunities in the opportunities in the

community (and request community (and request a job application)a job application)

Inquire about job Inquire about job opportunities in the opportunities in the

community (and request community (and request a job application)a job application)

““Sell” themselves to a Sell” themselves to a potential employer in a potential employer in a


““Sell” themselves to a Sell” themselves to a potential employer in a potential employer in a


Level teacher-to-student Level teacher-to-student communicationcommunication

Level teacher-to-student Level teacher-to-student communicationcommunication

Level student-to-student Level student-to-student communicationcommunication

Level student-to-student Level student-to-student communicationcommunication

Develop a repertoire of Develop a repertoire of “leveling strategies”“leveling strategies”

Develop a repertoire of Develop a repertoire of “leveling strategies”“leveling strategies”

SKILLS WE SKILLS WE NEED TO NEED TO TARGET TARGET

INSTRUCTIINSTRUCTIONON

SKILLS WE SKILLS WE NEED TO NEED TO TARGET TARGET

INSTRUCTIINSTRUCTIONON

TeacherTeacher-to-to

StudentStudentLeveled Leveled InstructInstruct

ionion

TeacherTeacher-to-to

StudentStudentLeveled Leveled InstructInstruct

ionion

OUR GROUP

Help student learn how to use different expressions and non-verbal behaviors to…•Agree •Disagree •Manage their time•Stay on task•Interrupt•Encourage, etc.

Help student learn how to use different expressions and non-verbal behaviors to…•Agree •Disagree •Manage their time•Stay on task•Interrupt•Encourage, etc.

When you want to interrupt someone what do you…. Do Say

Errr…

Excuse me…

May I add something?

Hold on…

Raise your hand at 45° angle

Lift your index finger

Lean forward

Raise your hand, palm forward

LevelinLeveling g

Student Student toto

StudentStudentInteractInteract

ionion

LevelinLeveling g



ionion

AssemblerAssembler

Facilitato

r

Facilitato

r

RecorderRecorder

Timekeeper

Timekeeper

There’s a bank. Right?

There’s a bank. Got

it!

Yes. I do. And

3 more minutes…

Do we all agree?

LevelinLeveling g



ionion

LevelinLeveling g



ionion

Listening Tasks

Lower-level: starting/ending details, dates, names, numbers, etc.Mid-level: general details throughout the passageHigher-level: summarize, make inferences

Listening Tasks

Lower-level: starting/ending details, dates, names, numbers, etc.Mid-level: general details throughout the passageHigher-level: summarize, make inferences

LevelinLeveling g

StrategStrategiesies

LevelinLeveling g


And then he said…

And then he said…

What? What?!!What? What?!!

Speaking Tasks: from Q&A to conversation

• Add visual support to mixers to help lower-level learners participate

• Look for pattern dialogs that… …lend themselves to editing…can be the launching point for a roleplay

Speaking Tasks: from Q&A to conversation

• Add visual support to mixers to help lower-level learners participate

• Look for pattern dialogs that… …lend themselves to editing…can be the launching point for a roleplay

LevelinLeveling g


LevelinLeveling g


Reading Tasks: non-narrative and narrative reading

• Circling and underlining within the story or non-narrative text

• Sequencing and retelling stories with pictures and sentences strips

• Paired readings with one level for A, another level for B

Reading Tasks: non-narrative and narrative reading

• Circling and underlining within the story or non-narrative text

• Sequencing and retelling stories with pictures and sentences strips

• Paired readings with one level for A, another level for B

LevelinLeveling g


LevelinLeveling g


Writing Tasks: from labeling to composition

•Lower-level: words, phrases•Mid-level: writing connected sentences

•Higher-level: complex sentences, questions and answers, paragraphs

Writing Tasks: from labeling to composition

•Lower-level: words, phrases•Mid-level: writing connected sentences

•Higher-level: complex sentences, questions and answers, paragraphs

LevelinLeveling g


LevelinLeveling g


TargetinTargeting g



TargetinTargeting g




AssessinAssessing g

ProgressProgress


AssessinAssessing g

ProgressProgress


onon







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s s & &

TechnoloTechnologygy


s s & &

TechnoloTechnologygy

AdaptAdaptAdaptAdapt

IntegrateIntegrateIntegrateIntegrateEvaluateEvaluateEvaluateEvaluate

CreateCreateCreateCreate

• Different materials for different levels– Authentic reading

materials – Thematic/leveled readings– Worksheets– CDs or other audio

programs Using Using Materials Materials

and and TechnologyTechnology

• Same materials, different expectations– Visuals, Realia– Picture dictionaries– DVDs– CDs or other audio

programsUsing Using

Materials Materials and and

TechnologyTechnology

• Different materials for different levels• Same materials, different expectations

– Evaluate– Adapt– Create

I have just one I have just one textbook for my textbook for my multilevel class!multilevel class!


and and TechnologyTechnology

1 2 3 Adjustments

Language development

Vocabulary Grammar Learning styles

Communicative practice

Maximize the use of the visuals.

AdaptAdapt

• Unit Vocabulary Flashcards– Low: picture and word– Mid: picture, word, and sentence– High: picture or word, sentence, part of speech, etc.

AdaptAdaptCreateCreate

Create a dialogue with the class before using the text dialogue.

• Likeability Groups– Low: work with class-created dialogue– Mid and high: work with the class’ and

then text’s dialogue, compare and contrast

– High: create dialogue for a different scenario & share with the class. AdaptAdapt

CreateCreate

• What support do your students need to understand what they hear?

• Vary the comprehension questions– Yes/no, either/or, Wh-– General information, details,

summaries

AdaptAdaptEvaluaEvalua

tete

My job is already complicated by teaching a multilevel class, so why make it more complicated?

IntegraIntegratete

IntegraIntegratete

• Differentiating lab tasks by:– ability– individual goals/interests– learning style/preference– project tasks

IntegraIntegratete

EvaluatEvaluatee

IntegraIntegratete

• Stations• Pair work

IntegraIntegratete

I have just one I have just one computer for my computer for my multilevel class!multilevel class!

IntegraIntegratete



gygy



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TargetinTargeting g



TargetinTargeting g




onon






AssessinAssessing g

ProgressProgress


AssessinAssessing g

ProgressProgress

What What TeacherTeachers Need s Need to be to be

able to able to dodo



Measure ongoing Measure ongoing progressprogress

Measure ongoing Measure ongoing progressprogress

Document gains Document gains

Make decisions Make decisions about promotion about promotion Make decisions Make decisions

about promotion about promotion

• Measure how?Measure how?• Measure what?Measure what?• ChallengesChallenges

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

Content

• “Competencies”

• Life skills

• Academic skills

• What else?

Language Skills

• Listening

• Speaking

• Reading

• Writing

• What else?

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

Learner Evaluates

• Checklists

• Learning logs

• K W L charts

• Using Visuals

• Audio recordings• Learning stations

• Dialogue journals

• Portfolios

Teacher Evaluates

• Tests

• Checklists

• Observation measures

• Surveys / Interviews

• Audio recordings

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

Vocabulary

Check the words you know.q aunt father husband

Skills and functions Read the sentences. Check what you know. I can use simple present to talk about everyday activities. (I study from 3:00 to 6:00 every day.)I can read a form with personal information

✔ ✔ ✔

Things I learned today:

Things that were easy for me today:

Things that were hard for me today:MeasuriMeasuri

ng ng OngoinOngoin

g g progresprogres

ss

MeasuriMeasuring ng

OngoinOngoing g

progresprogresss

(time)

(focus)

(ranking)

Know Want to Know

Learned

Classic Classroom Activities (Oxford 2008) Weiss, et al. p. 90

All 5 questions have answers.

Answers are comprehensible

4-5 answers are accurate

2-3 answers are accurate

1 answer is accurate

Oxford Picture Dictionary 2e (2008) p. 7 A classroom

Oxford Picture Dictionary 2e (2008) p. 7 A classroom

Vocabulary

Check the words you know.

q

aunt father husband

Skills and functions Read the

sentences.

Check what you know.

I can use simple present to talk

about everyday activities.

(I study from 3:00 to 6:00 every day.)

I can read

• Why document?Why document?• Document what Document what

and how?and how?• ChallengesChallenges

DocumeDocumentnt

GainsGains

DocumeDocumentnt

GainsGains

Jayme, placeholder for NRS levels

DocumeDocumentnt

GainsGains

DocumeDocumentnt

GainsGains

PromotiPromotion to on to

Higher Higher LevelsLevels

PromotiPromotion to on to

Higher Higher LevelsLevels

• Test what?

• Test How?

• Challenges?





MEASURE MEASURE PROGRESSPROGRESSMEASURE MEASURE PROGRESSPROGRESS

DOCUMENT DOCUMENT GAINSGAINS

PROMOTEPROMOTEPROMOTEPROMOTE


able toable to dodo


able toable to dodo

MEASURE MEASURE PROGRESSPROGRESSMEASURE MEASURE PROGRESSPROGRESS

In order to In order to MEASURE MEASURE PROGRESSPROGRESS

In order to In order to MEASURE MEASURE PROGRESSPROGRESS

• • use assessment use assessment tools that tools that require minimal require minimal developmentdevelopment

• • encourage Ss to encourage Ss to self-evaluate self-evaluate and evaluate and evaluate each other’s each other’s work.work.

• • use assessment use assessment tools that tools that require minimal require minimal developmentdevelopment

• • encourage Ss to encourage Ss to self-evaluate self-evaluate and evaluate and evaluate each other’s each other’s work.work.

in order to in order to DOCUMENT DOCUMENT

GAINS GAINS

• • be familiar be familiar with NRS levelswith NRS levels

• • be able to be able to match Ss to match Ss to appropriate appropriate measure measure

• • be familiar be familiar with NRS levelswith NRS levels

• • be able to be able to match Ss to match Ss to appropriate appropriate measure measure





• • use a variety use a variety of ongoing of ongoing measuresmeasures

• • match Ss with match Ss with appropriate appropriate measure measure

• • use a variety use a variety of ongoing of ongoing measuresmeasures

• • match Ss with match Ss with appropriate appropriate measure measure

PROMOTEPROMOTEPROMOTEPROMOTEIn order to In order to PROMOTE PROMOTE LEARNERSLEARNERS

In order to In order to PROMOTE PROMOTE LEARNERSLEARNERS





Things you say to check what you heard:Excuse me?Did you say, “______?”“______?”

Things you do to show you didn’t understand: Raise your shouldersTilt your head to the sideSquint

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