Transferring+Beliefs+into+Practice

//The session presenters (Iran Armin & Judith Klimpl) will post their PowerPoint on the [|STARTALK website]. My notes on the session appear below.// user:chericem1


 * Session Purposes**


 * Program Model (high expectations, multiple intelligences, National Standards)
 * Strategies (modeling)
 * Applications (Demonstration, materials creation, peer feedback)


 * Pedagogical Strategies Modeled During the Session**


 * Conceptual Content Creation
 * [[file:Spring.pptx]] (My contribution) user:chericem1
 * Information Gap
 * [|ESL Info. Gap Exercises]
 * Liu, Xing-bing, & Long, Rong-pei. (2008). [|Teacher roles in information gap activities]. //U.S.-China Foreign Language, 6//(3). user:chericem1
 * Numbered Heads Together
 * Think/Pair/Share
 * Whole Group Discussion


 * Topics Considered (Along with Responses From Session Participants)**


 * //What are 3 things you look for when observing a teacher?//**


 * Contextualization
 * First 3 minutes of class
 * Integration of language and culture
 * Regular comprehension checks
 * Students doing most of the work?
 * Target language production of the kids
 * Target language use


 * //How do teachers demonstrate the belief that they have high expectations?//**


 * TL use
 * Purposeful and meaningful instruction
 * Student-centered/interactive classroom
 * Building on students' strengths
 * //Student Success//
 * Deep philosophical belief system influences student success
 * Definition of "success" varies for different students
 * Differentiation and multiple modes of engagement are important
 * Success may look different depending on level of proficiency


 * //How do teachers make lessons comprehensible to students?//**


 * Background knowledge
 * Body language
 * Checking for understanding
 * Circumlocution
 * Contextualization (activates prior knowledge and real world experiences)
 * Demonstration/modeling
 * Gestures/Pantomiming/TPR
 * Giving instructions
 * Multiple examples
 * Pacing
 * Pre-fabricated language (sentence starters)
 * Props
 * Realia
 * Repetition
 * Scaffolding
 * Sheltered language (using vocabulary and sentence patterns that will be familiar to the kids)
 * Simple materials
 * Synonyms & antonyms (association)
 * Visuals

//**How do we create purposeful and meaningful instruction?**//


 * Contextualization
 * Associative networks of meaning (neural networks --> antonyms, synonyms, metaphors user:chericem1
 * Words take on meaning in relation to something else (i.e., a context)
 * Culturally appropriate
 * Include words for //brush// and //rice paper// when discussing school supplies
 * Using numbers in relation to other things
 * Engaging
 * Personally relevant
 * Real-life situations

Examples of student work in Arabic, Chinese, French, Japanese, etc.: [|Assessment Resource Centre] user:chericem1