1 00:00:00,000 --> 00:00:29,960 All right, yeah, I think sheltered 2 00:00:29,960 --> 00:00:35,800 instruction, or any instruction, there's an art to it, to do it well, and that's why I'm 3 00:00:35,800 --> 00:00:38,680 calling it that. 4 00:00:38,680 --> 00:00:41,120 And I'm very pleased to be here. 5 00:00:41,120 --> 00:00:45,880 I do feel, after spending two years in Madrid, years and years ago, unconfessable years as 6 00:00:45,880 --> 00:00:49,840 she says, that it's mi segunda casa. 7 00:00:49,840 --> 00:00:51,520 I always feel welcome when I come here. 8 00:00:51,520 --> 00:00:58,000 The first year I was here, I lived on la calle Huertas, con una señora, and Huertas is like 9 00:00:58,000 --> 00:01:01,600 the happening place now, so I still go back. 10 00:01:01,600 --> 00:01:03,400 I was there yesterday. 11 00:01:03,400 --> 00:01:09,360 Okay, so I know I'll be using, and I'm going to, like a good teacher, I'm going to help 12 00:01:09,360 --> 00:01:14,400 you with some terms I'm going to be using today, but it is all content-based instruction 13 00:01:14,400 --> 00:01:19,800 that we've been talking about, and Fred Genesee referred to it this morning as well. 14 00:01:19,800 --> 00:01:29,720 It's an international movement, really, which has been very successful, and the term, actually 15 00:01:29,720 --> 00:01:32,840 I'm going to get to the vocabulary in a minute, but I want to give you, there's something 16 00:01:32,840 --> 00:01:36,920 in the U.S. we do, and maybe you have the same in Spain, which is good news, bad news. 17 00:01:36,920 --> 00:01:40,080 Do you have that kind of thing that you do here? 18 00:01:40,080 --> 00:01:43,440 Do you want the good news first or the bad news? 19 00:01:43,480 --> 00:01:52,840 I'll give you the bad news first, which is that bilingual education in the U.S. is not 20 00:01:52,840 --> 00:01:56,840 well supported, and I'm not going to go into great detail about that. 21 00:01:56,840 --> 00:01:59,560 Some of you probably read about it. 22 00:01:59,560 --> 00:02:05,880 Some of the principal reasons are, in almost like England, we are a big island where most 23 00:02:05,880 --> 00:02:10,800 people think that everybody else should learn English, and we have some states that actually 24 00:02:10,800 --> 00:02:16,440 pass laws that are called English-only laws, so you get the picture. 25 00:02:16,440 --> 00:02:18,160 So that's the bad news. 26 00:02:18,160 --> 00:02:24,920 However, as Mr. Genesee mentioned this morning, we do have what are called dual-immersion 27 00:02:24,920 --> 00:02:34,040 programs, limited but increasing, where mostly they start, and it's the 50-50 model, generally, 28 00:02:34,040 --> 00:02:37,720 like your Madrid model, and they're very successful. 29 00:02:37,720 --> 00:02:41,400 So there is support for those, you just can't call them bilingual. 30 00:02:41,400 --> 00:02:43,160 So anyway. 31 00:02:43,160 --> 00:02:50,120 The good news is that the U.S. is really, I think, at the forefront in many ways in 32 00:02:50,120 --> 00:02:52,480 the content-based instruction area. 33 00:02:52,480 --> 00:02:58,760 Those of us that have been supportive of bilingual over the years thought, okay, well, we still 34 00:02:58,760 --> 00:03:04,240 are going to support bilingual and not say the word, but what we really want is for our 35 00:03:04,240 --> 00:03:08,560 large immigrant population to learn English as quickly as possible. 36 00:03:08,560 --> 00:03:16,440 Now one of the reasons that bilingual education really lost its reputation and such in the 37 00:03:16,440 --> 00:03:23,560 U.S. was that in large states like California, they were having major issues with staffing, 38 00:03:23,560 --> 00:03:27,760 which I have heard you all mention and your program administrators had mentioned. 39 00:03:27,760 --> 00:03:35,200 It's a huge challenge to find that number of teachers that know both languages equally 40 00:03:35,200 --> 00:03:38,080 well, and I know you all can understand that challenge. 41 00:03:38,080 --> 00:03:43,200 So what happened was they would let bilingual programs go forward that weren't of the best 42 00:03:43,200 --> 00:03:48,360 quality, and then you had students that were coming out of those programs with low levels 43 00:03:48,360 --> 00:03:53,800 of English and low levels of Spanish, and then nobody could defend it because they couldn't 44 00:03:53,800 --> 00:03:55,760 say that these programs were being effective. 45 00:03:55,760 --> 00:04:00,360 So those are just a little background for you to understand the situation in the U.S., 46 00:04:00,360 --> 00:04:06,400 and frankly, why content-based instruction is something everybody can support. 47 00:04:06,400 --> 00:04:10,960 And it has a lot to do with CLIL, as we will point out throughout this, and we'll be hearing 48 00:04:10,960 --> 00:04:13,080 really throughout the conference. 49 00:04:13,080 --> 00:04:18,600 So bad news aside, and the good news is the content-based instruction. 50 00:04:18,600 --> 00:04:24,880 Let's move on to, and there I am, hi, the workshop objectives. 51 00:04:25,000 --> 00:04:28,520 We're going to analyze and understand, oh, I forgot to run you through the vocabulary. 52 00:04:28,520 --> 00:04:29,520 Right. 53 00:04:29,520 --> 00:04:32,000 I said I would do it like a good teacher. 54 00:04:32,000 --> 00:04:35,480 So the term sheltered. 55 00:04:35,480 --> 00:04:40,480 Raise your hand if you've heard the term sheltered instruction, besides from me, I mean. 56 00:04:40,480 --> 00:04:41,480 Okay. 57 00:04:41,480 --> 00:04:42,480 Kind of. 58 00:04:42,480 --> 00:04:46,720 You know what shelter is in Spanish, okay? 59 00:04:46,720 --> 00:04:48,400 And it really is like CLIL. 60 00:04:48,400 --> 00:04:53,280 It's just what we're calling it in the U.S., and I looked, it's funny, I looked up the 61 00:04:53,280 --> 00:04:59,200 various Spanish meanings for shelter, and it was proteger, abrigar, amparar, all of 62 00:04:59,200 --> 00:05:06,880 that, but there is a sense of protecting the students from, what, the storms of the regular 63 00:05:06,880 --> 00:05:08,400 curriculum, something like that. 64 00:05:08,400 --> 00:05:12,360 But it is kind of a nice, when you think of sheltered, and when I ask teachers in the 65 00:05:12,360 --> 00:05:18,440 U.S., what is the body language you use when you think of shelter, and they do this. 66 00:05:18,440 --> 00:05:22,120 You know, it's like covering the student and protecting them. 67 00:05:22,120 --> 00:05:26,160 So I like the term, but perhaps you haven't heard it before. 68 00:05:26,160 --> 00:05:31,840 Another term that we use commonly in the U.S. is differentiated instruction. 69 00:05:31,840 --> 00:05:33,120 You heard that term? 70 00:05:33,120 --> 00:05:39,160 You can imagine what it means, but it's commonly used to help teachers understand that, yes, 71 00:05:39,160 --> 00:05:47,400 you have your curriculum to teach, but you need to concentrate on the individual students 72 00:05:47,400 --> 00:05:53,240 within your classroom and differentiate your instruction, in this case, for English language 73 00:05:53,240 --> 00:05:54,600 learners. 74 00:05:54,600 --> 00:05:58,040 You can't just do the same thing with them that you would for all of your students. 75 00:05:58,040 --> 00:06:03,400 And that's a hard sell sometimes for mainstream teachers, but they like the term. 76 00:06:03,400 --> 00:06:04,780 It makes sense to them. 77 00:06:04,780 --> 00:06:08,440 And then scaffolding is another term that we'll be using, which I think you all are 78 00:06:08,440 --> 00:06:14,300 familiar with, and that, again, is, we haven't been able to translate. 79 00:06:14,300 --> 00:06:20,820 We talked about andamiaje, but anyway, it's not used the same in Spanish. 80 00:06:20,820 --> 00:06:27,100 I think apoyo is probably the best Spanish term for what's scaffolding, but it's a term 81 00:06:27,100 --> 00:06:32,100 that's used a lot in the U.S., again, when the students are at the beginning stages of 82 00:06:32,100 --> 00:06:37,780 learning language, that you offer as much support as possible, and then as they learn, 83 00:06:37,780 --> 00:06:41,780 you take the supports away until they are able to do things on their own. 84 00:06:42,140 --> 00:06:46,300 It's a very long, years-long process, usually. 85 00:06:46,300 --> 00:06:52,100 And then the other thing you'll see in my handouts and such are ELLs, which is our term 86 00:06:52,100 --> 00:06:57,820 for students whose English is their second language. 87 00:06:57,820 --> 00:07:01,340 They used to be called limited English proficient. 88 00:07:01,340 --> 00:07:07,060 People thought that was too negative, so the research community started calling them English 89 00:07:07,060 --> 00:07:09,600 language learners, and that has stuck pretty much. 90 00:07:09,640 --> 00:07:13,360 So you'll see that terminology in my handouts as well. 91 00:07:13,360 --> 00:07:17,440 So with that being said, now you have all your vocabulary that you need for today. 92 00:07:17,440 --> 00:07:19,680 So that's great. 93 00:07:19,680 --> 00:07:21,880 So let's go over the objectives. 94 00:07:21,880 --> 00:07:25,480 So you're going to analyze, or we are going to analyze and understand the components of 95 00:07:25,480 --> 00:07:30,400 the research-based, what is called the Shelter and Instruction Observation Protocol, and 96 00:07:30,400 --> 00:07:34,720 we're not going to get hung up on the term, but I'll explain that when we get to it. 97 00:07:34,720 --> 00:07:39,360 We are actually going to view a model teaching vignette, and I have an activity for you to 98 00:07:39,360 --> 00:07:44,560 do while you're viewing the vignette, and then also identify techniques to scaffold 99 00:07:44,560 --> 00:07:49,400 and use language objectives to promote different levels of understanding. 100 00:07:49,400 --> 00:07:52,760 So here's a quote from a long time ago. 101 00:07:52,760 --> 00:07:54,800 You can see 1982. 102 00:07:54,800 --> 00:08:02,160 So CBI, CLIL, whatever you want to call it, has been around for many, many years, and 103 00:08:02,160 --> 00:08:08,060 I've been around that long too, so I've seen the genesis of content-based instruction, 104 00:08:08,060 --> 00:08:13,020 and it has taken a long time to reach the level that it has now, but everybody feels 105 00:08:13,020 --> 00:08:18,420 very good about the research base, about the frameworks that are being developed, but it 106 00:08:18,420 --> 00:08:21,960 took 20, 30 years to get here. 107 00:08:21,960 --> 00:08:26,620 But notice this quote very much applies to what we're talking about today. 108 00:08:26,620 --> 00:08:28,900 And what does the research say? 109 00:08:28,900 --> 00:08:30,260 And there's all kinds of research. 110 00:08:30,260 --> 00:08:35,120 I'm just giving you an overview here, and certainly Mr. Genesee and Jim Cummins will 111 00:08:35,120 --> 00:08:37,780 give you much more of that. 112 00:08:38,500 --> 00:08:46,000 But you can see here the different elements to what the research says, and this area really 113 00:08:46,000 --> 00:08:51,540 shows a lot of advantages, as we saw this morning, to students being taught in this 114 00:08:51,540 --> 00:08:53,940 manner. 115 00:08:53,940 --> 00:08:55,620 They're making very good progress. 116 00:08:55,620 --> 00:08:59,740 And the other thing that's a good sell in the U.S. for this approach is that it's an 117 00:08:59,740 --> 00:09:05,060 approach that teachers can use, because in the U.S., the immigrant students are placed 118 00:09:05,060 --> 00:09:12,120 in the classroom with all other students, and so the teacher has to modify their instruction, 119 00:09:12,120 --> 00:09:17,120 but what they're finding, which is very interesting, is that the sheltered instruction techniques 120 00:09:17,120 --> 00:09:22,160 are benefiting all their kids, not just their ELL kids, and that is kind of a revelation 121 00:09:22,160 --> 00:09:24,740 to some of the teachers. 122 00:09:24,740 --> 00:09:31,640 The other thing, I was talking to some colleagues yesterday, is a lot of the initiatives, I 123 00:09:31,640 --> 00:09:36,280 don't know how you all have it, but in the U.S., there's a lot of school reform, a lot 124 00:09:36,280 --> 00:09:42,880 of initiatives around reading, literacy, science, you name it, and the struggling schools have 125 00:09:42,880 --> 00:09:49,700 all these initiatives that come to their school, and what's interesting is if you do a crosswalk 126 00:09:49,700 --> 00:09:55,160 with all of the top initiatives, research-based initiatives, you'll find that we're coming 127 00:09:55,160 --> 00:09:59,200 to agreement, and I think internationally as well, we're coming to agreement on what 128 00:09:59,200 --> 00:10:00,760 is good teaching. 129 00:10:01,120 --> 00:10:05,960 I've never seen that before in my career to this extent, and I think that's very exciting. 130 00:10:05,960 --> 00:10:12,120 The fact that I can look at CLIL framework, look at the sheltered instruction framework, 131 00:10:12,120 --> 00:10:15,520 and see incredible similarities, to me is a good thing. 132 00:10:15,520 --> 00:10:20,200 It means that we're really on to what is good teaching and learning. 133 00:10:20,200 --> 00:10:27,880 Okay, and not to mention what the brain research says about bilingualism. 134 00:10:27,880 --> 00:10:31,400 This is what's so frustrating to me, that there isn't more support for it in the U.S., 135 00:10:31,400 --> 00:10:33,760 because it simply makes kids smarter. 136 00:10:33,760 --> 00:10:37,040 It really does, and this is an interesting article. 137 00:10:37,040 --> 00:10:42,360 If you want to look it up on the internet, this Los Angeles Times article has a lot of 138 00:10:42,360 --> 00:10:46,880 detail about what the latest brain research is showing on the advantages of especially 139 00:10:46,880 --> 00:10:52,600 early bilingualism, finding that young kids deal much better with levels of abstraction, 140 00:10:52,840 --> 00:10:59,320 ignore misleading information, focus attention, switch tasks easily, make connections that 141 00:10:59,320 --> 00:11:01,400 the other kids wouldn't make. 142 00:11:01,400 --> 00:11:05,920 I think that's also very exciting, and with the new brain imaging, they can show how the 143 00:11:05,920 --> 00:11:11,320 brain is impacted by bilingualism, and it usually is very dramatic and very positive. 144 00:11:11,320 --> 00:11:16,760 Okay, so let's look at SIOP for a moment. 145 00:11:16,760 --> 00:11:21,680 As I said, and I don't want to go into this, it's a little odd, this observation protocol, 146 00:11:21,720 --> 00:11:28,720 but the reason it's called that is that it began as a tool, an observation tool, and 147 00:11:29,200 --> 00:11:33,880 it was a framework that was derived from observing practices of teachers who were scaffolding 148 00:11:33,880 --> 00:11:40,120 and modifying and adapting their instruction to the needs of their second language learners. 149 00:11:40,120 --> 00:11:44,400 The term sheltered instruction was used all over the country, and nobody agreed. 150 00:11:44,400 --> 00:11:49,440 When the researchers started to ask people, well, what is sheltered instruction to you? 151 00:11:49,440 --> 00:11:51,200 They all had a different story. 152 00:11:51,960 --> 00:11:53,800 They thought, this is not good. 153 00:11:53,800 --> 00:11:59,800 We need to find out what good sheltered instruction, what effective sheltered instruction is, and 154 00:11:59,800 --> 00:12:05,280 then put it in a framework so that we can then pass along the information more effectively 155 00:12:05,280 --> 00:12:09,000 to mainstream teachers, and that's what this is. 156 00:12:09,000 --> 00:12:15,040 It really is among the most popular tools in the U.S. for training teachers in how to 157 00:12:15,040 --> 00:12:18,040 do content-based instruction. 158 00:12:18,480 --> 00:12:27,320 Okay, so sheltered instruction, this is the official definition, a means for making grade-level 159 00:12:27,320 --> 00:12:31,200 academic content more accessible for English language learners while promoting language 160 00:12:31,200 --> 00:12:32,040 development. 161 00:12:32,040 --> 00:12:34,040 Not a surprise. 162 00:12:34,040 --> 00:12:38,920 And also, one aspect of sheltered instruction, which I don't know that much about CLIL, 163 00:12:38,920 --> 00:12:47,920 so it may be a key aspect as well, they really dwell a lot on what they call language objectives. 164 00:12:47,920 --> 00:12:49,600 And I don't know if CLIL has that aspect. 165 00:12:49,600 --> 00:12:50,600 I imagine they do. 166 00:12:50,600 --> 00:12:52,440 Maybe they don't call it that. 167 00:12:52,440 --> 00:12:57,720 But in the U.S., this is what is the biggest stumbling block for teachers that are being 168 00:12:57,720 --> 00:13:01,040 trained in sheltered instruction. 169 00:13:01,040 --> 00:13:05,320 They know about content objectives, but when they hear about language objectives, they're 170 00:13:05,320 --> 00:13:06,680 kind of like, well, what do you mean? 171 00:13:06,680 --> 00:13:08,880 Is that just grammar? 172 00:13:08,880 --> 00:13:10,160 And actually, it isn't. 173 00:13:10,160 --> 00:13:11,240 It could be grammar. 174 00:13:11,240 --> 00:13:19,200 It could be if you're teaching about expository writing, for example, that you have a certain 175 00:13:19,200 --> 00:13:26,720 model of how the students, or perhaps a verb tense that you want them to be learning. 176 00:13:26,720 --> 00:13:31,760 Or it can also be the aspect of language, the domain of language that you would like 177 00:13:31,760 --> 00:13:36,720 the child to be using to meet whatever content objective there is. 178 00:13:36,720 --> 00:13:39,840 And I'll be giving you more examples of language objectives later. 179 00:13:39,840 --> 00:13:44,920 But the key, the neat thing about language objectives with teachers is they have to start 180 00:13:44,920 --> 00:13:50,800 asking themselves some serious questions about what is the language I need? 181 00:13:50,800 --> 00:13:56,000 What is the language a student will need to comprehend this lesson and to produce what 182 00:13:56,000 --> 00:13:58,560 they need to produce within the lesson? 183 00:13:58,560 --> 00:14:04,280 And that's, to me, the real beauty of thinking and forcing teachers to think about, okay, 184 00:14:04,280 --> 00:14:07,320 we have your content objective, but how are you going to get there? 185 00:14:07,320 --> 00:14:12,120 And what kind of language are you going to be asking the students to practice and use 186 00:14:12,120 --> 00:14:14,800 in getting to the objectives? 187 00:14:14,800 --> 00:14:20,620 Okay, questions like, where are my students developmentally? 188 00:14:20,620 --> 00:14:24,520 What vocabulary and content are they likely to need help with? 189 00:14:24,520 --> 00:14:28,800 And this is where the differentiation comes in, too, because not all your students will 190 00:14:28,800 --> 00:14:33,200 be at a level that is the same. 191 00:14:33,200 --> 00:14:36,440 And how would I, and the other thing that's really key is how will I ensure that all the 192 00:14:36,440 --> 00:14:42,080 language domains, listening, speaking, reading, and writing, are being practiced? 193 00:14:42,080 --> 00:14:47,960 That's often, especially as the students move up the grades, the teachers start talking 194 00:14:47,960 --> 00:14:50,600 more than they did in the lower grades. 195 00:14:50,600 --> 00:14:56,400 And so a lot of the, especially the, well, the listening is, but again, listening, unless 196 00:14:56,400 --> 00:15:03,160 it's scaffolded, is just gobbledygook for students that are listening to a lecture, 197 00:15:03,160 --> 00:15:04,160 for example. 198 00:15:04,160 --> 00:15:07,720 They don't know the vocabulary of the lecture, they don't know the context of the lecture. 199 00:15:07,720 --> 00:15:10,600 Just hearing the teacher talk won't get them there. 200 00:15:10,600 --> 00:15:18,960 So very important to really cue in on and focus on what exactly is the language that's 201 00:15:18,960 --> 00:15:22,040 going to be needed for the lesson that we're doing today. 202 00:15:22,040 --> 00:15:23,040 Okay? 203 00:15:23,040 --> 00:15:27,920 Now, here are the, and in the handouts that I've given you, and those of you that did 204 00:15:27,920 --> 00:15:34,140 not receive them, don't worry, there are more getting out as you leave the room. 205 00:15:34,140 --> 00:15:38,540 So there, notice there are eight components. 206 00:15:38,540 --> 00:15:43,460 And I think when you do look at the framework, you're going to be interested how close it 207 00:15:43,460 --> 00:15:49,940 is to the CLIL materials, and how many, even sharing some language around what is good 208 00:15:49,940 --> 00:15:51,820 content-based instruction. 209 00:15:51,820 --> 00:15:55,900 But we don't have time to go over all eight elements today. 210 00:15:55,900 --> 00:15:59,220 I've highlighted the two that I would like to focus on today. 211 00:15:59,220 --> 00:16:03,680 The first one is building background, the second one is strategies. 212 00:16:04,220 --> 00:16:10,440 But I invite you to also, one of the handouts that you received, or will receive, is this 213 00:16:10,440 --> 00:16:14,800 one that has, I guess it's like PSYOP in a nutshell. 214 00:16:14,800 --> 00:16:18,960 It has all of the PSYOP components nicely summarized, so that you'll be able to get 215 00:16:18,960 --> 00:16:21,240 a sense for it yourselves. 216 00:16:21,240 --> 00:16:22,240 Okay. 217 00:16:22,240 --> 00:16:24,560 All right. 218 00:16:24,560 --> 00:16:28,600 And then, notice I've done this on purpose, because I keep talking about how close CLIL 219 00:16:28,680 --> 00:16:29,680 is to it. 220 00:16:29,680 --> 00:16:35,520 And I've made specific examples here, where you have clearly defined content objectives 221 00:16:35,520 --> 00:16:42,080 for students, and then the CLIL language specifies the planned content outcomes for each lesson. 222 00:16:42,080 --> 00:16:43,960 Pretty much the same thing, right? 223 00:16:43,960 --> 00:16:48,320 And then clearly defined language objectives for students, and CLIL talks about focusing 224 00:16:48,320 --> 00:16:52,680 corrective responses on content and language outcomes based on the lesson, and then they 225 00:16:52,680 --> 00:16:55,360 go on to talk about developmental levels of the learner. 226 00:16:55,400 --> 00:16:57,920 So, you can see the similarities. 227 00:16:57,920 --> 00:17:05,520 Again, in preparation, content concepts appropriate, supplementary materials used as much as possible, 228 00:17:05,520 --> 00:17:11,520 adaptation of content to all levels of student proficiency, and then meaningful activities. 229 00:17:11,520 --> 00:17:17,880 Basically, they're trying to encourage more hands-on, less textbook-oriented activities, 230 00:17:17,880 --> 00:17:24,120 and having the students practice as much as possible in reading all of the domains, not 231 00:17:24,120 --> 00:17:30,600 just one mostly listening, which is what a lot of students end up doing. 232 00:17:30,600 --> 00:17:32,720 And the SIOP has a very high bar. 233 00:17:32,720 --> 00:17:39,480 They talk about 90 percent, that the students should be engaged 90 to 100 percent, they 234 00:17:39,480 --> 00:17:41,640 even say, of the time. 235 00:17:41,640 --> 00:17:42,640 And that is a high bar. 236 00:17:42,640 --> 00:17:52,680 In other words, it's the teacher really setting up as much as possible, facilitating the learning, 237 00:17:52,760 --> 00:17:59,760 having the students practice among themselves, in groups, individually, in class discussions, 238 00:17:59,960 --> 00:18:03,840 that is really, I think, part of the reason why this is so effective. 239 00:18:03,840 --> 00:18:08,560 Okay, so let's look at building background for a moment. 240 00:18:08,560 --> 00:18:12,760 Okay, this is the first component that we're going to go over, and again, this is just 241 00:18:12,760 --> 00:18:19,760 the SIOP language, but you see concepts linked to students' background experiences, very 242 00:18:19,760 --> 00:18:24,440 important, links explicitly made between past learning and new concepts, and then key 243 00:18:24,440 --> 00:18:28,920 vocabulary emphasized. 244 00:18:28,920 --> 00:18:29,920 Three key elements. 245 00:18:29,920 --> 00:18:36,120 Now, this one is a quote that I like, because it's absolutely true, and we talk about vocabulary 246 00:18:36,120 --> 00:18:46,160 and such, but students can't comprehend anything that they can't connect to in their own minds. 247 00:18:46,200 --> 00:18:53,200 I thought of an example with some of our immigrant students, and as Rosalie said, I have worked 248 00:18:54,600 --> 00:18:59,280 over the years with what are called migrant children in the U.S., and these are children 249 00:18:59,280 --> 00:19:05,920 of migrant farm workers who travel from one place to another, and they're mostly Mexican, 250 00:19:05,920 --> 00:19:07,840 picking crops. 251 00:19:07,840 --> 00:19:14,240 And so, one of the most common activities, when you get back to school in the fall in 252 00:19:14,320 --> 00:19:17,440 the U.S., they talk about summer, right? 253 00:19:17,440 --> 00:19:22,440 And almost everybody, although we always hated it, was, what I did on my summer vacation, 254 00:19:22,440 --> 00:19:23,440 right? 255 00:19:23,440 --> 00:19:27,000 It's kind of like, oh, here it comes, you know, and then you have to write something 256 00:19:27,000 --> 00:19:28,560 for the teacher about what you did. 257 00:19:28,560 --> 00:19:34,360 And we talk about camp, and we talk about, you know, riding lessons, or we, you know, 258 00:19:34,360 --> 00:19:35,360 whatever. 259 00:19:35,360 --> 00:19:36,720 I mean, all those fun things we did. 260 00:19:36,720 --> 00:19:42,120 We went to the pool, and it was amazing, because when I first started working with migrant 261 00:19:42,120 --> 00:19:46,240 education, my kids would come to me, and they'd say, I don't know what the teacher 262 00:19:46,240 --> 00:19:48,640 wants me to write. 263 00:19:48,640 --> 00:19:51,320 What is vacation? 264 00:19:51,320 --> 00:19:53,600 I worked all summer, right? 265 00:19:53,600 --> 00:19:59,040 I was helping my parents, you know, 12 hours a day, and wow, that was a shocker for me. 266 00:19:59,040 --> 00:20:04,040 You know, you have these aha moments as a teacher, and so that's what we're talking 267 00:20:04,040 --> 00:20:08,880 about here, is not assuming, and of course, this is a different context. 268 00:20:08,880 --> 00:20:13,280 You have, you know, you're very familiar, your students are in a setting that they're 269 00:20:13,280 --> 00:20:19,080 familiar with, but you still have immigrant students, I know, in your schools, and also 270 00:20:19,080 --> 00:20:23,540 students from varying backgrounds, you know, students that might not have the resources 271 00:20:23,540 --> 00:20:26,960 that other ones have, and we should always be conscious when we're giving out assignments 272 00:20:26,960 --> 00:20:32,200 and such that they're going to be meaningful assignments to the various students that we 273 00:20:32,200 --> 00:20:38,440 have, and if they're not, then, and we help the teachers figure out a way to bridge this, 274 00:20:38,440 --> 00:20:42,000 and then, yes, you could talk about what you did this summer, but not, you know, not 275 00:20:42,000 --> 00:20:45,200 assume that everybody's out at camp at the pool. 276 00:20:45,200 --> 00:20:49,920 Have them talk about their summer, sure, but let's, you know, talk in a broader context 277 00:20:49,920 --> 00:20:55,720 about what you did during the summer, not all those fun things that you did, so that's 278 00:20:55,720 --> 00:20:57,920 just an example. 279 00:20:57,920 --> 00:21:04,840 Okay, and so vocabulary isn't enough, but vocabulary's very important, so once the students 280 00:21:04,840 --> 00:21:12,240 have the concept, the vocabulary, of course, is absolutely key to understanding the lesson, 281 00:21:12,240 --> 00:21:19,680 and I'm just showing you different evidence that you have, that vocabulary knowledge is 282 00:21:19,680 --> 00:21:24,200 central to reading achievement, nothing that we don't know, I'm sure, and that vocabulary 283 00:21:24,200 --> 00:21:32,360 knowledge is virtually indistinguishable from reading comprehension, okay, so some of you 284 00:21:32,360 --> 00:21:38,640 that maybe have studied reading know that, and this surprised me when I saw it, was that 285 00:21:38,640 --> 00:21:46,720 if a student knows 95% of the words in a given text, they can usually infer meaning. 286 00:21:46,720 --> 00:21:54,160 Think about that, 95% is a lot, right, I assumed it would be, I don't know, when somebody asked 287 00:21:54,160 --> 00:21:59,320 me that, I thought, well, 60%, maybe half, you know, and then they can kind of guess, 288 00:21:59,320 --> 00:22:03,840 but not really, especially as they're moving into the academic area, so this gives you 289 00:22:03,840 --> 00:22:10,360 pause and helps you to understand the importance of focusing, really, on vocabulary, and then 290 00:22:10,360 --> 00:22:20,000 also that vocabulary will be easier, of course, for your students that have a concept in their 291 00:22:20,000 --> 00:22:28,200 first language already, I'm just thinking in science, for example, the example of photosynthesis, 292 00:22:28,200 --> 00:22:33,880 which is what in Spanish, photosynthesis, I thought so, yeah, and that's the thing that's 293 00:22:33,880 --> 00:22:38,440 so interesting, especially between Spanish and English, the number of cognates in academic 294 00:22:38,440 --> 00:22:47,640 language is incredible, so, yeah, I mean, there is so much cross-referencing and strengthening 295 00:22:47,640 --> 00:22:51,680 really of vocabulary, it's almost like just a letter here or there, and certainly pronunciation 296 00:22:51,680 --> 00:22:58,560 is different, but beyond that, you really have a good basis for that cross-referencing, 297 00:22:58,560 --> 00:23:03,000 but the difference between that and a student who comes to you that knows nothing about 298 00:23:03,000 --> 00:23:09,280 photosynthesis and also needs the vocabulary, so there's a huge difference between a student 299 00:23:09,280 --> 00:23:15,160 who just needs to know the English for the Spanish that they already know versus having 300 00:23:15,160 --> 00:23:21,400 to build background entirely on what photosynthesis is, so there's a tremendous amount of transfer 301 00:23:21,400 --> 00:23:25,480 that also Mr. Genesee talked about this morning. 302 00:23:25,480 --> 00:23:31,520 Okay, decoding, I'm just going to skip through these because it's more about reading, but 303 00:23:31,520 --> 00:23:38,360 decoding is the term we use in the U.S. for being able to look at text and read it aloud, 304 00:23:38,360 --> 00:23:44,840 for example, but as we know, and I don't know, this probably happens, I can't imagine it 305 00:23:44,840 --> 00:23:49,920 wouldn't in every country, where you have students that will be able to read like this 306 00:23:49,920 --> 00:23:56,040 paragraph here, and then you say, okay, what's this about? 307 00:23:56,040 --> 00:23:59,280 And they look at you like, huh? 308 00:23:59,280 --> 00:24:01,280 You mean I'm supposed to understand something here? 309 00:24:01,280 --> 00:24:02,280 I read it for you. 310 00:24:02,280 --> 00:24:03,280 I'm so proud. 311 00:24:03,280 --> 00:24:04,280 I read it for you. 312 00:24:04,280 --> 00:24:10,960 So decoding is only part of comprehending a text well. 313 00:24:10,960 --> 00:24:16,120 Okay, and then the other thing that's also very important is establishing an affective 314 00:24:16,120 --> 00:24:21,880 connection with language and books, that the student, you make those personal connections 315 00:24:21,880 --> 00:24:27,080 that part of building background, linking to their own experiences makes it a much more 316 00:24:27,080 --> 00:24:29,240 powerful experience for them. 317 00:24:29,240 --> 00:24:37,600 Okay, now here are some overview conclusions based on synthesis of vocabulary instruction, 318 00:24:37,600 --> 00:24:40,680 and I think these are just, I'll let you read them. 319 00:24:40,680 --> 00:24:41,680 They're just very helpful. 320 00:24:41,680 --> 00:24:47,080 You're probably using a lot of these yourself, but I thought it was a nice summary of vocabulary 321 00:24:47,080 --> 00:24:54,380 instruction and what the students, what will help students in learning vocabulary. 322 00:24:54,380 --> 00:25:01,840 This one about vocabulary self-collection strategy is the people that devised the SIOP 323 00:25:01,840 --> 00:25:10,160 are extremely supportive of this particular technique, which is having the students, giving 324 00:25:10,160 --> 00:25:16,760 them, modeling for them how to choose the important vocabulary in an academic text, 325 00:25:16,760 --> 00:25:20,920 and they need some modeling at first, and some, you need to show them how to do it, 326 00:25:20,920 --> 00:25:25,960 but once they get the knack and once they start to trust their judgment, it really is 327 00:25:25,960 --> 00:25:30,520 a very powerful strategy, and then they can have their own personal dictionaries, and 328 00:25:30,520 --> 00:25:35,360 they begin to work more independently, and instead of always saying to you, well, what 329 00:25:35,360 --> 00:25:36,360 does this mean? 330 00:25:36,360 --> 00:25:37,360 What's important? 331 00:25:37,360 --> 00:25:38,360 What's important? 332 00:25:39,360 --> 00:25:44,840 And they've just found it a very powerful strategy to use, and if you actually looked 333 00:25:44,840 --> 00:25:50,240 up VSS on the internet, you would probably find a lot of great descriptions of how to 334 00:25:50,240 --> 00:25:52,040 model that. 335 00:25:52,040 --> 00:25:55,680 Mnemonic strategies and devices, anything that will help the students remember, and 336 00:25:55,680 --> 00:26:01,240 then their own personal dictionaries, which they can also put their own stamp on. 337 00:26:01,240 --> 00:26:05,960 Students should be immersed in words, as much practice as possible, word walls, comparing, 338 00:26:05,960 --> 00:26:11,560 contrasting, cognates, we've already talked about cognates, and how powerful that is. 339 00:26:11,560 --> 00:26:12,560 Okay? 340 00:26:12,560 --> 00:26:16,200 And then lastly, students should build on multiple sources of information to learn words 341 00:26:16,200 --> 00:26:17,920 through repeated exposures. 342 00:26:17,920 --> 00:26:18,920 Okay. 343 00:26:18,920 --> 00:26:20,520 All right. 344 00:26:20,520 --> 00:26:25,240 So let's move on to strategies, which is the second area that I'm going to highlight, and 345 00:26:25,240 --> 00:26:32,200 yeah, get a drink of water here. 346 00:26:32,240 --> 00:26:37,520 So you see the PSYOP strategies here are ample opportunities for students to use the strategies, 347 00:26:37,520 --> 00:26:40,840 scaffolding techniques throughout the lesson. 348 00:26:40,840 --> 00:26:46,240 And then another thing that's very important is varying your question types. 349 00:26:46,240 --> 00:26:50,400 Not just always basic, basic questions. 350 00:26:50,400 --> 00:26:54,760 Having students, encouraging them to think, and you'll see in the video lesson that we're 351 00:26:54,760 --> 00:26:59,880 going to see, you'll see a very artful way, ways that the teacher does this. 352 00:26:59,880 --> 00:27:06,600 And what's hard to get across to some teachers is because the students have limited English, 353 00:27:06,600 --> 00:27:11,040 they think that their thinking is limited as well. 354 00:27:11,040 --> 00:27:16,280 And it takes some doing, but if you can model for the teachers and they can see how it has 355 00:27:16,280 --> 00:27:21,400 an effect with the students, the students are able to think in deep ways, but for the 356 00:27:21,400 --> 00:27:26,720 time being, they need scaffolding to express what they're thinking. 357 00:27:26,720 --> 00:27:31,200 So they might be thinking in their first language, whatever, that's okay. 358 00:27:31,200 --> 00:27:37,280 But what they need help with is how to tell you the complexity of what they know. 359 00:27:37,280 --> 00:27:44,480 And that's often hard to get across, but very, very fruitful and really has, it's more interesting 360 00:27:44,480 --> 00:27:45,480 for the students as well. 361 00:27:45,480 --> 00:27:50,840 Instead of always the basic, what year was it, who was in the story, I mean, they can 362 00:27:50,840 --> 00:27:55,760 answer those too, but you're not really asking them to think in sophisticated ways if you 363 00:27:55,760 --> 00:27:57,720 do that all the time. 364 00:27:57,720 --> 00:28:03,240 And just to go back to some of the, those of us that have studied education know about 365 00:28:03,240 --> 00:28:14,040 Vygotsky, and he's, I just think this is so simple, but to me, this is the core to the 366 00:28:14,040 --> 00:28:15,640 art of teaching. 367 00:28:15,640 --> 00:28:23,760 It's called the zone of proximal development, and it's interesting where you, it's really 368 00:28:23,760 --> 00:28:29,120 trying to, the best you can, figure out where the student is developmentally, and then you 369 00:28:29,120 --> 00:28:33,120 do what is called plus one, you take them to the next level. 370 00:28:33,120 --> 00:28:41,040 Now what happens often is, especially with immigrant students in the U.S., teachers, 371 00:28:41,040 --> 00:28:47,880 they fall into kind of two camps where they expect too much perhaps, in other words, they 372 00:28:47,880 --> 00:28:51,280 don't know how to differentiate, so they just say, well, no, I mean, these students will 373 00:28:51,280 --> 00:28:57,240 get it if I just do the same thing with them that I do with everybody else. 374 00:28:57,240 --> 00:29:00,280 So the students are left behind, especially, this especially occurs as they move up the 375 00:29:00,280 --> 00:29:02,960 grades into high school. 376 00:29:02,960 --> 00:29:07,880 Primary school, there's a little more of the hands-on that are, that is just kind of natural 377 00:29:07,880 --> 00:29:13,360 for the, for the grades, but this is especially an issue as they move on in the grades. 378 00:29:13,360 --> 00:29:23,120 And then the other issue, which often is not discussed, is teachers expecting too little. 379 00:29:23,120 --> 00:29:29,360 And I almost find this more of an issue with immigrant students in the U.S. than the expecting 380 00:29:29,360 --> 00:29:31,120 too much. 381 00:29:31,120 --> 00:29:35,720 You know, the kind of, oh, I'll give them a break, you know, they just got here, they 382 00:29:35,720 --> 00:29:42,040 don't know much English, you don't really have to do it that way, or, you know, just 383 00:29:42,320 --> 00:29:45,520 not really expecting much of the student, which the student then, you can imagine how 384 00:29:45,520 --> 00:29:46,520 they respond. 385 00:29:46,520 --> 00:29:50,040 Oh, good, less work for me, right? 386 00:29:50,040 --> 00:29:53,640 And so it just, either way is not good. 387 00:29:53,640 --> 00:29:57,960 What we're looking for is that middle road, like the just right in teaching, we're always 388 00:29:57,960 --> 00:29:59,160 looking for the just right. 389 00:29:59,160 --> 00:30:08,040 Where are they, and how am I going to help them get to the next level, okay? 390 00:30:08,760 --> 00:30:14,760 All right, so scaffolding I've already described. 391 00:30:14,760 --> 00:30:23,160 This is an interesting way to think about scaffolding, I think, which is verbal scaffolding. 392 00:30:23,160 --> 00:30:29,240 There are three terms, verbal, procedural, and instructional. 393 00:30:29,240 --> 00:30:34,040 And that helped me a lot because there are different ways or filters to look at scaffolding 394 00:30:34,040 --> 00:30:35,200 through. 395 00:30:35,200 --> 00:30:41,120 And verbal scaffolding, examples of it are things like paraphrasing, using think alouds 396 00:30:41,120 --> 00:30:50,800 where the teacher maybe is describing a process and talks about it while he or she is doing 397 00:30:50,800 --> 00:30:56,120 it, and then the students get to not only see it, but they get to hear the teacher talking 398 00:30:56,120 --> 00:30:58,320 about how they're doing it. 399 00:30:58,320 --> 00:31:04,840 Providing correct pronunciation by repeating students' responses, and then slowing speech, 400 00:31:04,840 --> 00:31:10,440 making sure that you're not talking too quickly and running sentences together. 401 00:31:10,440 --> 00:31:11,920 Okay. 402 00:31:11,920 --> 00:31:18,400 A lot of you will be familiar with sounds that are difficult for Spanish speakers. 403 00:31:18,400 --> 00:31:25,120 And these are important to know, because they're any sound that is not equivalent, in other 404 00:31:25,120 --> 00:31:32,400 words, they're, well, like when we were learning Spanish, the famous double R, right, it's 405 00:31:32,400 --> 00:31:36,440 impossible for American kids, right? 406 00:31:36,440 --> 00:31:42,920 They can't do the R. I can't even do it, I haven't been to Spain in so long. 407 00:31:42,920 --> 00:31:50,080 But just like any language, you have your challenging sounds, and it's important to 408 00:31:50,080 --> 00:31:54,320 have the students practice as much, the more they hear, the better they get. 409 00:31:54,320 --> 00:32:00,840 And for a time, they're not going to be able to make the sounds, because their brain has 410 00:32:00,840 --> 00:32:06,480 to get used to it, and then their mouth also has to get used to making the sounds. 411 00:32:06,480 --> 00:32:09,320 So this is just important to know. 412 00:32:09,320 --> 00:32:17,880 And of course, the big challenge for English is the small A, the long A, the vowels are 413 00:32:17,880 --> 00:32:18,880 terrible. 414 00:32:18,880 --> 00:32:25,720 You know, and the vowels are so much simpler in Spanish, so much clearer, that it's a shame 415 00:32:25,720 --> 00:32:31,240 that the kids have to learn all the nuances of English. 416 00:32:31,240 --> 00:32:35,280 Okay, procedural scaffolding. 417 00:32:35,280 --> 00:32:40,240 Now this is interesting, because, and I hadn't thought of it this way, but so you have verbal 418 00:32:40,240 --> 00:32:46,960 scaffolding where you're helping the students to understand with your directions and such. 419 00:32:46,960 --> 00:32:51,280 Procedural scaffolding is more, how do I organize my classroom for instruction? 420 00:32:51,280 --> 00:32:54,400 And I had never thought of scaffolding in that way, but I think that's actually very 421 00:32:54,400 --> 00:32:55,520 interesting. 422 00:32:56,320 --> 00:33:00,760 One of the key areas, I keep talking about the importance of practicing the different 423 00:33:00,760 --> 00:33:01,760 domains. 424 00:33:01,760 --> 00:33:07,360 One of the key ways to do that is setting up small group instruction, for example, cooperative 425 00:33:07,360 --> 00:33:12,320 learning, and again, in the video we're about to see, you'll see quite a bit of that, partnering 426 00:33:12,320 --> 00:33:16,840 and grouping students in different ways, not always the same. 427 00:33:16,840 --> 00:33:23,120 But I thought that was a nice way to think about scaffolding, and as much variety as 428 00:33:23,160 --> 00:33:27,880 you can, to have the students using the different domains. 429 00:33:27,880 --> 00:33:31,120 And then instructional scaffolding is what we're usually most familiar with, in terms 430 00:33:31,120 --> 00:33:33,000 of the term scaffolding. 431 00:33:33,000 --> 00:33:39,600 Things like concept maps, graphic organizers, Venn diagrams, annotated maps, really, almost 432 00:33:39,600 --> 00:33:44,200 anything visual that you can come up with, okay? 433 00:33:44,200 --> 00:33:49,480 Alright, now I'm gonna set you up for our video. 434 00:33:49,920 --> 00:33:57,520 And those of you that have the handout, and don't worry about it if you don't, let's see. 435 00:33:57,520 --> 00:34:01,840 It's the one that's called Shelter and Instruction Additional Resources. 436 00:34:01,840 --> 00:34:09,000 The first page has this chart, okay, Continuum of Strategies. 437 00:34:09,000 --> 00:34:15,320 Alright, for those of you that don't have it, let's look at the chart for a second, 438 00:34:15,320 --> 00:34:20,400 and those of you that do, you can look at it in front of you. 439 00:34:20,400 --> 00:34:25,160 I find this very interesting, and this is contained in the SIOP materials, if you had 440 00:34:25,160 --> 00:34:32,800 the book, because it shows the variety of recommended strategies, and there are a whole 441 00:34:32,800 --> 00:34:35,920 range of them. 442 00:34:35,920 --> 00:34:42,560 When you look at the continuum, you start with teacher-centered, teacher-assisted, peer-assisted, 443 00:34:42,560 --> 00:34:46,080 and student-centered, okay? 444 00:34:46,080 --> 00:34:53,820 Now oftentimes, I'll ask teachers, okay, what is the most teacher-centered class you've 445 00:34:53,820 --> 00:34:57,040 ever been in, or educational experience you've ever been in? 446 00:34:57,040 --> 00:35:04,840 And usually, they all say the same thing, which is university, lecture, classroom, right? 447 00:35:04,840 --> 00:35:08,800 I see some heads nodding, so yes. 448 00:35:08,800 --> 00:35:16,200 So that's, and not that teacher-centered isn't okay, but to do only that is going to 449 00:35:16,200 --> 00:35:20,080 be a problem, especially when you have a lot of ELLs in your class. 450 00:35:20,080 --> 00:35:26,580 Now going to the other extreme, student-centered, independent work only, can you think of examples 451 00:35:26,580 --> 00:35:33,980 of that, that the students rule, or the students do everything independently? 452 00:35:33,980 --> 00:35:38,280 Not really, although an example I guess you could come up with. 453 00:35:38,280 --> 00:35:41,640 There are examples like this in early childhood. 454 00:35:41,640 --> 00:35:45,760 Montessori, for example, is very student-centered. 455 00:35:45,760 --> 00:35:53,440 Discovery learning approaches, where you set the students up for learning on their own, 456 00:35:53,440 --> 00:35:56,160 but again, that's kind of an extreme. 457 00:35:56,160 --> 00:36:03,400 So what you want is a mixture of all of this, and oftentimes, a mixture of all of this in 458 00:36:03,400 --> 00:36:04,720 the same lesson. 459 00:36:04,720 --> 00:36:10,160 So you have teacher-centered, yes, you introduce something as the teacher, and then you, it's 460 00:36:10,160 --> 00:36:15,280 almost like, again, scaffolding, where then you have small group work, you have brainstorming, 461 00:36:15,280 --> 00:36:19,120 you have discussions that the teacher leads, but the students participate. 462 00:36:19,120 --> 00:36:24,680 Then you have the students helping each other, and then you have an activity where they have 463 00:36:24,680 --> 00:36:27,000 to do it on their own. 464 00:36:27,000 --> 00:36:29,520 I think that's a really interesting way of looking at it. 465 00:36:29,520 --> 00:36:33,040 Now, what I would like you to do as you're watching, what you're going to do is watch 466 00:36:33,040 --> 00:36:37,600 a, I think I have the instructions here. 467 00:36:37,600 --> 00:36:43,360 You're going to be viewing a video lesson about ancient Mesopotamia, which actually 468 00:36:43,360 --> 00:36:50,320 is present-day Iraq, just to give you a context for what you're seeing, and what I'd like 469 00:36:50,320 --> 00:36:57,520 you to do is to put a check, as you see the teacher or a student using a strategy, put 470 00:36:57,520 --> 00:37:03,400 a check by it, and it's only, it's not even a 10-minute lesson, and then we'll see how 471 00:37:03,400 --> 00:37:11,760 many of the strategies you have observed in this, just a snippet of a lesson, okay? 472 00:37:11,760 --> 00:37:15,680 And then we'll discuss that afterwards, so I'm, the big challenge here is if I can get 473 00:37:15,680 --> 00:37:17,680 this video going, so here we go. 474 00:37:17,680 --> 00:37:18,680 Alt, hmm? 475 00:37:18,840 --> 00:37:19,840 Hey, what do you know? 476 00:37:19,840 --> 00:37:20,840 Now, we'll see if we can hear it. 477 00:37:20,840 --> 00:37:21,840 Does it start automatically or not? 478 00:37:21,840 --> 00:37:22,840 Probably not. 479 00:37:22,840 --> 00:37:23,840 Uh-oh, what have I done? 480 00:37:23,840 --> 00:37:24,840 Did I just press enter or anything? 481 00:37:24,840 --> 00:37:25,840 Okay. 482 00:37:25,840 --> 00:37:26,840 Okay. 483 00:37:27,000 --> 00:37:47,560 Oh, I don't know what the problem is. 484 00:37:47,560 --> 00:37:56,560 Um, do it again. 485 00:37:56,560 --> 00:37:58,560 Yeah, except no sound. 486 00:38:00,560 --> 00:38:02,560 You don't have sound? 487 00:38:02,560 --> 00:38:04,560 Woo! 488 00:38:12,560 --> 00:38:14,560 Now the... 489 00:38:14,560 --> 00:38:16,560 Whoops. 490 00:38:16,560 --> 00:38:18,560 I'm trying to make it bigger, but it didn't work. 491 00:38:18,560 --> 00:38:28,560 There he comes. 492 00:38:28,560 --> 00:38:30,560 Did I do something wrong? 493 00:38:38,560 --> 00:38:40,560 Okay. 494 00:38:48,560 --> 00:38:52,560 How to be able to summarize and pull together information that has been read. 495 00:38:52,560 --> 00:38:56,560 Teaching all of these metacognitive strategies are incredibly important. 496 00:38:56,560 --> 00:38:58,560 First, because... 497 00:38:58,560 --> 00:39:00,560 Not only for struggling readers and English learners... 498 00:39:00,560 --> 00:39:02,560 Will step in and help with their first name. 499 00:39:02,560 --> 00:39:04,560 That's a different teacher. 500 00:39:04,560 --> 00:39:08,560 Let's go back to the beginning and see. 501 00:39:08,560 --> 00:39:10,560 There we go. 502 00:39:10,560 --> 00:39:12,560 Right. 503 00:39:12,560 --> 00:39:14,560 Perfect. 504 00:39:14,560 --> 00:39:16,560 Thank you. 505 00:39:16,560 --> 00:39:18,560 I love you. 506 00:39:20,560 --> 00:39:22,560 In working with English language learners, 507 00:39:22,560 --> 00:39:26,560 teaching them strategies, metacognitive and cognitive strategies, is extremely important. 508 00:39:26,560 --> 00:39:30,560 By that, we mean strategies such as predicting, summarizing, 509 00:39:30,560 --> 00:39:32,560 being able to monitor your comprehension, 510 00:39:32,560 --> 00:39:34,560 knowing when you understand it and when you don't. 511 00:39:34,560 --> 00:39:38,560 We need to also scaffold appropriately for these youngsters. 512 00:39:38,560 --> 00:39:40,560 Some of these children will need much more modeling. 513 00:39:40,560 --> 00:39:42,560 After we teach something, we need to give them guided practice 514 00:39:42,560 --> 00:39:46,560 with friends, with peers, with other kids in the class. 515 00:39:46,560 --> 00:39:48,560 And we need to go back and do reteach 516 00:39:48,560 --> 00:39:50,560 if they're not understanding the content concepts that we're teaching. 517 00:39:50,560 --> 00:39:52,560 So the scaffolding is extremely important. 518 00:39:52,560 --> 00:39:54,560 We also encourage the use of higher-order questions, 519 00:39:54,560 --> 00:39:56,560 higher on the Bloom's Taxonomy, 520 00:39:56,560 --> 00:40:00,560 so that youngsters have a chance to engage their critical thinking skills 521 00:40:00,560 --> 00:40:02,560 at the same time that they are learning language. 522 00:40:02,560 --> 00:40:06,560 For English learners, we need to model how to find out what's really important. 523 00:40:06,560 --> 00:40:08,560 How to make predictions, how to ask questions, 524 00:40:08,560 --> 00:40:11,560 how to be able to summarize and pull together information that has been read. 525 00:40:11,560 --> 00:40:15,560 Teaching all of these metacognitive strategies are incredibly important, 526 00:40:15,560 --> 00:40:19,560 not only for struggling readers and English learners, but for all students. 527 00:40:19,560 --> 00:40:21,560 Now let's watch Randy Gibson 528 00:40:21,560 --> 00:40:24,560 as she teaches a sheltered social studies lesson 529 00:40:24,560 --> 00:40:28,560 to her 7th grade beginner and intermediate ESL students. 530 00:40:28,560 --> 00:40:32,560 Today's lesson was a lesson on the achievements of the Sumerians 531 00:40:32,560 --> 00:40:37,560 as we talk about ancient Mesopotamia and the beginnings of civilization. 532 00:40:38,560 --> 00:40:40,560 Good afternoon, class. 533 00:40:40,560 --> 00:40:44,560 Today we're going to be talking about the Sumerians, the ancient Sumerians, 534 00:40:44,560 --> 00:40:47,560 and talking about the achievements that they had. 535 00:40:47,560 --> 00:40:50,560 You're going to identify four achievements of the Sumerians. 536 00:40:50,560 --> 00:40:52,560 That's going to be your history objective. 537 00:40:52,560 --> 00:40:54,560 And for your language objective today, 538 00:40:54,560 --> 00:40:59,560 you're going to be working in pairs to read about an achievement of the Sumerians. 539 00:40:59,560 --> 00:41:02,560 Then you're going to write about one of those achievements, 540 00:41:02,560 --> 00:41:05,560 come up to a tree map that we have on the board, 541 00:41:05,560 --> 00:41:09,560 and you're going to share out loud with your classmates about those achievements. 542 00:41:09,560 --> 00:41:10,560 Okay? 543 00:41:10,560 --> 00:41:13,560 So you're going to be reading, writing, speaking, and listening. 544 00:41:13,560 --> 00:41:16,560 Every one of you on your tables has a tree map. 545 00:41:16,560 --> 00:41:18,560 It looks like this. 546 00:41:18,560 --> 00:41:21,560 Tree maps are wonderful graphic organizers 547 00:41:21,560 --> 00:41:24,560 to help students organize and classify information. 548 00:41:24,560 --> 00:41:27,560 So I took information that I wanted them to know, 549 00:41:27,560 --> 00:41:32,560 put it on strips of paper to give them the language background, 550 00:41:32,560 --> 00:41:36,560 and put them in an envelope along with pictures for each achievement 551 00:41:36,560 --> 00:41:40,560 and had them classify them and arrange the information. 552 00:41:40,560 --> 00:41:44,560 So what we are going to do is you are going to organize these 553 00:41:44,560 --> 00:41:47,560 and classify these on your tree map. 554 00:41:47,560 --> 00:41:51,560 You're going to find something in capital letters. 555 00:41:51,560 --> 00:41:56,560 That's the title of the invention or the achievement of the Sumerians. 556 00:41:56,560 --> 00:42:00,560 And you're going to find all the words that match up with the words 557 00:42:00,560 --> 00:42:03,560 and you're going to find all the words that match it 558 00:42:03,560 --> 00:42:05,560 and the picture that goes with it. 559 00:42:05,560 --> 00:42:08,560 And you will place that on your tree map. 560 00:42:08,560 --> 00:42:11,560 Everybody should be working at one time. 561 00:42:11,560 --> 00:42:13,560 Let's put the tree map the right direction. 562 00:42:13,560 --> 00:42:15,560 There we go. Okay. 563 00:42:15,560 --> 00:42:17,560 Can you reach, Jesus, to get over here? 564 00:42:17,560 --> 00:42:20,560 Okay. 565 00:42:20,560 --> 00:42:23,560 Line up the achievements 566 00:42:23,560 --> 00:42:26,560 and then find the ones that you think match them and the pictures that go with it. 567 00:42:26,560 --> 00:42:28,560 Ruled by kings. 568 00:42:28,560 --> 00:42:31,560 A ziggurat was ruled by kings. What was a ziggurat? Do you remember? 569 00:42:31,560 --> 00:42:33,560 A city and state. 570 00:42:33,560 --> 00:42:35,560 Ah, you think it's a city-state? 571 00:42:35,560 --> 00:42:38,560 Yeah, because they got people. 572 00:42:38,560 --> 00:42:44,560 They got to have like a place for like their stuff or something. 573 00:42:44,560 --> 00:42:48,560 Okay. Then tell your classmate. Tell Oscar where you think it might go. 574 00:42:48,560 --> 00:42:51,560 Help them out. Help each other out. Good job, you guys. 575 00:42:51,560 --> 00:42:55,560 And farmers could plant more land. 576 00:42:55,560 --> 00:42:58,560 Farmers could plant more land. 577 00:42:58,560 --> 00:43:00,560 Right here. 578 00:43:00,560 --> 00:43:02,560 What do you think would help them plant more land? 579 00:43:02,560 --> 00:43:03,560 This one? 580 00:43:03,560 --> 00:43:05,560 Maybe. What's a plow do? 581 00:43:05,560 --> 00:43:06,560 Plow. 582 00:43:06,560 --> 00:43:08,560 What's a plow do? 583 00:43:08,560 --> 00:43:12,560 It makes a straight line. 584 00:43:12,560 --> 00:43:13,560 It does. 585 00:43:13,560 --> 00:43:18,560 And you could be throwing the seeds where the land goes at. 586 00:43:18,560 --> 00:43:21,560 Very good idea. 587 00:43:21,560 --> 00:43:24,560 You guys are awesome. Look at this. 588 00:43:24,560 --> 00:43:27,560 How are you guys doing over here? 589 00:43:27,560 --> 00:43:28,560 Are you done? 590 00:43:28,560 --> 00:43:29,560 Yeah. 591 00:43:29,560 --> 00:43:32,560 All right. If you were going to put a title up here, what would you put? 592 00:43:32,560 --> 00:43:33,560 Tree Map. 593 00:43:33,560 --> 00:43:35,560 Tree Map. And what's a tree map about? 594 00:43:35,560 --> 00:43:36,560 The Sumerians. 595 00:43:36,560 --> 00:43:37,560 The Sumerians. Good. 596 00:43:37,560 --> 00:43:38,560 The Sumerians Tree Map. 597 00:43:38,560 --> 00:43:41,560 The Sumerians Tree Map. That would be an excellent title. 598 00:43:41,560 --> 00:43:45,560 Which group would like to share with me one of their achievements? 599 00:43:45,560 --> 00:43:47,560 You're going to give me the name of the achievement 600 00:43:47,560 --> 00:43:50,560 and all of the information that goes underneath it. 601 00:43:51,560 --> 00:43:54,560 We want to listen real carefully while others are speaking, 602 00:43:54,560 --> 00:43:58,560 and you're going to double check to see if yours are correct. 603 00:43:58,560 --> 00:44:01,560 And if we have some corrections to make, we can do that as well. 604 00:44:01,560 --> 00:44:03,560 Read in a real strong voice for me. 605 00:44:03,560 --> 00:44:06,560 One end for cutting into the earth. 606 00:44:06,560 --> 00:44:09,560 One end for cutting into the earth. Good. 607 00:44:09,560 --> 00:44:12,560 Farmers could plant more land. 608 00:44:12,560 --> 00:44:17,560 Absolutely. Farmers could plant more land with the plow. 609 00:44:17,560 --> 00:44:18,560 Keep going. 610 00:44:18,560 --> 00:44:20,560 Grew more food. 611 00:44:20,560 --> 00:44:22,560 Grew more food. Very good. 612 00:44:22,560 --> 00:44:24,560 Are there any others? 613 00:44:24,560 --> 00:44:27,560 So before we go on, let's go back and read these. 614 00:44:27,560 --> 00:44:30,560 Religious statues. Say it with me. 615 00:44:30,560 --> 00:44:33,560 Religious statues. Good. 616 00:44:33,560 --> 00:44:35,560 To honor the gods. 617 00:44:35,560 --> 00:44:43,560 Made of stone, wood, silver, and gold, Sumerians believe in many gods. 618 00:44:43,560 --> 00:44:49,560 If I asked you to make a sentence out of these words that are all put together here, 619 00:44:49,560 --> 00:44:50,560 look at it for a minute. 620 00:44:50,560 --> 00:44:56,560 I want you to think about how you could make a sentence out of that. 621 00:44:56,560 --> 00:44:58,560 So if I was looking at that and thinking in my mind, 622 00:44:58,560 --> 00:45:04,560 I would think, a plow has one end for cutting into the earth. 623 00:45:04,560 --> 00:45:08,560 Farmers could plant more land and grow more food. 624 00:45:08,560 --> 00:45:12,560 Could I make some sentences out of that that tells about the Sumerians? 625 00:45:12,560 --> 00:45:15,560 Okay. Let's try it with religious statues. 626 00:45:15,560 --> 00:45:19,560 Sumerians believe in many gods. 627 00:45:19,560 --> 00:45:30,560 The religious statues was made of stone, wood, silver, and gold, and to honor the gods. 628 00:45:30,560 --> 00:45:38,560 Each person should have a picture card and a word card, right? 629 00:45:38,560 --> 00:45:41,560 You're going to read this together as partners. 630 00:45:41,560 --> 00:45:46,560 You're going to ask one partner to read it out loud to the other partner. 631 00:45:46,560 --> 00:45:48,560 You're going to talk about it. 632 00:45:48,560 --> 00:45:54,560 You're going to look at the picture, find out what you think is the most important thing about this achievement, 633 00:45:54,560 --> 00:46:00,560 and I want you to write one or two sentences on your sentence strip. 634 00:46:00,560 --> 00:46:05,560 Use marker so that it shows up very nicely. 635 00:46:05,560 --> 00:46:08,560 Be really careful to make sure that the spelling is correct. 636 00:46:08,560 --> 00:46:11,560 Use the words that are on the card. 637 00:46:11,560 --> 00:46:14,560 Use the information from your tree map. 638 00:46:14,560 --> 00:46:18,560 Use the information that we have up here. 639 00:46:18,560 --> 00:46:19,560 All right? 640 00:46:19,560 --> 00:46:24,560 When you're done, raise your hand and let me know so I'll know which groups are finished. 641 00:46:24,560 --> 00:46:26,560 First written language. 642 00:46:26,560 --> 00:46:32,560 Sumerians wrote cuneiform when creating tables. 643 00:46:32,560 --> 00:46:37,560 They used their movements to make shapes. 644 00:46:37,560 --> 00:46:40,560 A group of words and ideas. 645 00:46:40,560 --> 00:46:42,560 Cuneiform means... 646 00:46:42,560 --> 00:46:49,560 Working in partners, students were given the opportunity to read the information on the cards to each other out loud, 647 00:46:49,560 --> 00:46:53,560 practicing their oral language skills and their listening skills, 648 00:46:53,560 --> 00:46:58,560 and then speaking and discussing which they thought was most important, 649 00:46:58,560 --> 00:47:01,560 what the main idea was about that particular achievement. 650 00:47:01,560 --> 00:47:06,560 From that information, they needed to write down a sentence on a sentence strip, 651 00:47:06,560 --> 00:47:11,560 practicing their written language and their oral language as well. 652 00:47:11,560 --> 00:47:17,560 We're going to share our sentences and put them up on the board where they belong. 653 00:47:17,560 --> 00:47:22,560 We're going to put it right above where the achievement is written. 654 00:47:22,560 --> 00:47:23,560 All right? 655 00:47:23,560 --> 00:47:24,560 Stand up. 656 00:47:24,560 --> 00:47:25,560 Read your sentence. 657 00:47:25,560 --> 00:47:28,560 Come up to the board. 658 00:47:28,560 --> 00:47:30,560 Face the class in a big voice. 659 00:47:30,560 --> 00:47:32,560 Read your sentence. 660 00:47:32,560 --> 00:47:36,560 Ladies and gentlemen, let's remember to be really good listeners. 661 00:47:36,560 --> 00:47:40,560 With more water, farmers could plant more crops on the land, 662 00:47:40,560 --> 00:47:45,560 and more crops increase the food production. 663 00:47:45,560 --> 00:47:46,560 Very good. 664 00:47:46,560 --> 00:47:48,560 More water. 665 00:47:48,560 --> 00:47:52,560 Farmers had more water, they could plant more crops and increase their food production. 666 00:47:52,560 --> 00:47:53,560 Perfect. 667 00:47:53,560 --> 00:47:58,560 Where does that go? 668 00:47:58,560 --> 00:47:59,560 Irrigation? 669 00:47:59,560 --> 00:48:00,560 Put it right above it. 670 00:48:00,560 --> 00:48:02,560 There you go. 671 00:48:02,560 --> 00:48:07,560 Canals were used to bring water from the rivers. 672 00:48:07,560 --> 00:48:08,560 Very good. 673 00:48:08,560 --> 00:48:09,560 Okay. 674 00:48:09,560 --> 00:48:10,560 Go ahead and tape this up. 675 00:48:10,560 --> 00:48:14,560 Now I want you to think, which do you think in your head, 676 00:48:14,560 --> 00:48:18,560 which one do you think is the very, very most important? 677 00:48:18,560 --> 00:48:23,560 Think it in your head. 678 00:48:23,560 --> 00:48:26,560 I want you to think about why you think it's important. 679 00:48:26,560 --> 00:48:27,560 Sarai, what's your idea? 680 00:48:27,560 --> 00:48:33,560 I think irrigation is very important because it will help people to grow food, 681 00:48:33,560 --> 00:48:37,560 and if they don't eat, they can die. 682 00:48:37,560 --> 00:48:38,560 Very good answer. 683 00:48:38,560 --> 00:48:42,560 It's important to remember when you're working with second language learners 684 00:48:42,560 --> 00:48:47,560 that they also need to be asked questions that are higher level thinking. 685 00:48:47,560 --> 00:48:50,560 And so my last question of the day was to ask them 686 00:48:50,560 --> 00:48:53,560 which achievement they thought was the most important and why, 687 00:48:53,560 --> 00:48:58,560 and it gives them a chance to try to express their reasoning. 688 00:48:58,560 --> 00:49:00,560 Sometimes they don't have the language for it. 689 00:49:00,560 --> 00:49:01,560 It makes it very difficult, 690 00:49:01,560 --> 00:49:07,560 but they all have really great ideas about what achievement they think is best. 691 00:49:07,560 --> 00:49:26,560 Okay. 692 00:49:26,560 --> 00:49:29,560 I was given a mini lesson before. 693 00:49:29,560 --> 00:49:33,560 We're running a little short on time, and I did want to allow time for questions, 694 00:49:33,560 --> 00:49:38,560 but let's just go back to the here. 695 00:49:38,560 --> 00:49:41,560 Would you all agree that you saw her 696 00:49:41,560 --> 00:49:48,560 and the students using elements from each of these columns? 697 00:49:48,560 --> 00:49:54,560 Well, we didn't see much teacher-centered because they already had a background. 698 00:49:54,560 --> 00:49:55,560 This was an activity. 699 00:49:55,560 --> 00:50:00,560 This was a lesson after they had been introduced to Sumerian culture, 700 00:50:00,560 --> 00:50:04,560 but you did see her at least demonstrating what needed to be done, 701 00:50:04,560 --> 00:50:12,560 and then you saw small group work, certainly, discovery learning, brainstorming, discussion. 702 00:50:12,560 --> 00:50:15,560 Actually, we didn't see peer tutoring. 703 00:50:15,560 --> 00:50:20,560 Reciprocal teaching is when you set it up that the students teach each other, 704 00:50:20,560 --> 00:50:27,560 and that activity was when one student was reading, the other had the picture, 705 00:50:27,560 --> 00:50:32,560 and one was reading to the other, but they worked together then after that. 706 00:50:32,560 --> 00:50:35,560 And then cooperative learning. 707 00:50:35,560 --> 00:50:38,560 I think this was a brilliant scaffolded lesson, 708 00:50:38,560 --> 00:50:42,560 especially in the area of graphic organizers where she had the tree maps, 709 00:50:42,560 --> 00:50:49,560 and notice how really effective she was at chunking the sentences. 710 00:50:49,560 --> 00:50:52,560 They had to put the sentences together, but when they did do that, 711 00:50:52,560 --> 00:50:56,560 they ended up having what they needed, 712 00:50:56,560 --> 00:51:03,560 and the students themselves wouldn't have been able to generate that level or that complexity of sentence, 713 00:51:03,560 --> 00:51:06,560 but she gave them the tools to get there, 714 00:51:06,560 --> 00:51:10,560 and then, of course, all of those outlines to help them organize the information. 715 00:51:10,560 --> 00:51:15,560 I think it just shows a lot of the elements that a good lesson should have. 716 00:51:15,560 --> 00:51:20,560 Now, it takes a lot of preparation for a teacher to prepare for that, 717 00:51:20,560 --> 00:51:26,560 and what I often tell teachers about the preparation aspect is once you have that lesson, 718 00:51:26,560 --> 00:51:29,560 you've got it, and share it with other teachers. 719 00:51:29,560 --> 00:51:31,560 You can use it next year. 720 00:51:31,560 --> 00:51:36,560 It's not always that you have to keep repeating the same thing over and over 721 00:51:36,560 --> 00:51:38,560 because you're not going to throw away those materials. 722 00:51:38,560 --> 00:51:41,560 You'll have it in a packet for the next time that you teach the Sumerian, 723 00:51:41,560 --> 00:51:46,560 so it's not like it won't be a bank of lessons and strategies that you will have. 724 00:51:46,560 --> 00:51:51,560 It's definitely worth doing, but no question that when you're doing a lesson 725 00:51:51,560 --> 00:51:56,560 or designing a lesson that's very student-oriented like that, 726 00:51:56,560 --> 00:52:01,560 it's not as easy, certainly, as where the teacher does most of the talking 727 00:52:01,560 --> 00:52:03,560 or you use only the textbook, 728 00:52:03,560 --> 00:52:08,560 but the value of having all those supplementary materials and adapted materials and scaffolding, 729 00:52:08,560 --> 00:52:11,560 you can't put a price on that. 730 00:52:11,560 --> 00:52:14,560 It really, really is very helpful. 731 00:52:14,560 --> 00:52:22,560 So with that said, if you have any questions, I guess the drill is that you will write them down, correct? 732 00:52:22,560 --> 00:52:27,560 Also, just to let you know, in terms of the handouts, one other thing, 733 00:52:27,560 --> 00:52:31,560 it's a single sheet that you'll get on your way out if you don't have it already. 734 00:52:31,560 --> 00:52:38,560 I have put together a resource list of most popular websites in the U.S. 735 00:52:38,560 --> 00:52:41,560 that would be used for teachers like you, 736 00:52:41,560 --> 00:52:46,560 and I think you'll find some of them helpful, and probably you aren't familiar with a lot of them, 737 00:52:46,560 --> 00:52:48,560 and a lot of free materials on there. 738 00:52:48,560 --> 00:52:53,560 So it just gives you more things to work with as you work with your kids. 739 00:52:53,560 --> 00:52:59,560 So I really appreciate your attention, and if you have any questions, let me know. 740 00:52:59,560 --> 00:53:18,560 We are short of time. 741 00:53:18,560 --> 00:53:20,560 Does anybody have a question? 742 00:53:20,560 --> 00:53:23,560 If you want to just get up and ask, that would be fine, too. 743 00:53:23,560 --> 00:53:25,560 Or ask me later. 744 00:53:25,560 --> 00:53:27,560 You'll be seeing me for two days. 745 00:53:27,560 --> 00:53:31,560 Pam's going to be here today, tomorrow, and the next day. 746 00:53:31,560 --> 00:53:33,560 So if you have any questions, I think there's one over here. 747 00:53:33,560 --> 00:53:34,560 There's one over here? 748 00:53:34,560 --> 00:53:37,560 Okay. 749 00:53:37,560 --> 00:53:48,560 They're all racing to get their handouts. 750 00:53:48,560 --> 00:53:49,560 Yes, you have a question. 751 00:53:49,560 --> 00:53:54,560 Please. 752 00:53:54,560 --> 00:53:55,560 I'm sure I can hear you. 753 00:53:56,560 --> 00:53:57,560 Yeah, my question is the following. 754 00:53:57,560 --> 00:53:58,560 Yes. 755 00:53:58,560 --> 00:54:02,560 Most people don't know about this here in Spain, because I also work in a bilingual public school. 756 00:54:02,560 --> 00:54:09,560 How important is the textbook when it comes to shelter instruction? 757 00:54:09,560 --> 00:54:13,560 Because a lot of times, when dealing with textbooks, especially in science, 758 00:54:13,560 --> 00:54:16,560 there are direct translations in a systematic way. 759 00:54:16,560 --> 00:54:17,560 Interesting. 760 00:54:17,560 --> 00:54:21,560 So we do have to spend a lot of time on the Internet to find various resources. 761 00:54:21,560 --> 00:54:22,560 Right. 762 00:54:23,560 --> 00:54:28,560 How would you grade the textbook as being important to shelter students? 763 00:54:28,560 --> 00:54:29,560 Good question. 764 00:54:29,560 --> 00:54:30,560 Thank you. 765 00:54:30,560 --> 00:54:33,560 The textbooks, there's no question, and in the U.S. as well, 766 00:54:33,560 --> 00:54:41,560 the textbook is kind of the anchor text for the curriculum and such. 767 00:54:41,560 --> 00:54:44,560 You mentioned that you didn't think that the textbooks – see, in the U.S., 768 00:54:44,560 --> 00:54:51,560 what they've done with the textbooks almost too much is they've added a lot of these features, 769 00:54:51,560 --> 00:54:53,560 sheltered instruction features, you might say. 770 00:54:53,560 --> 00:54:56,560 They have little vocabulary asides. 771 00:54:56,560 --> 00:54:59,560 They've got all kinds of visuals. 772 00:54:59,560 --> 00:55:00,560 They've got maps. 773 00:55:00,560 --> 00:55:05,560 What's happened in the U.S., to some degree, is they almost have done too much. 774 00:55:05,560 --> 00:55:10,560 It's almost like the overworked PowerPoint that I was talking about earlier with some presenters, 775 00:55:10,560 --> 00:55:15,560 that the students, especially if they're not proficient in the language of the textbook, 776 00:55:15,560 --> 00:55:18,560 they don't even know where to direct their gaze. 777 00:55:19,560 --> 00:55:24,560 I would say the best thing, because you're stuck with the textbook generally, 778 00:55:24,560 --> 00:55:31,560 but what I usually advise teachers to do is to really scaffold the textbook in a way, 779 00:55:31,560 --> 00:55:34,560 because every textbook has helpful features. 780 00:55:34,560 --> 00:55:40,560 And to help the students – and also what you would do is to help the students do – 781 00:55:40,560 --> 00:55:42,560 I often do a textbook walk with them. 782 00:55:42,560 --> 00:55:45,560 In other words, whatever I find helpful in the textbook, 783 00:55:45,560 --> 00:55:48,560 I'm thinking aloud about how to look at it, 784 00:55:48,560 --> 00:55:53,560 and also I'm being honest about things that aren't terribly helpful, and let's use this instead. 785 00:55:53,560 --> 00:55:55,560 So I would do a lot of think-alouds relative to the textbook, 786 00:55:55,560 --> 00:56:02,560 and then have the students help you actually devise, well, what is helpful in this textbook? 787 00:56:02,560 --> 00:56:06,560 How can I use this as a learning tool instead of taking it all 788 00:56:06,560 --> 00:56:09,560 and having them be a little more critical about what's there? 789 00:56:09,560 --> 00:56:11,560 Because no question there's valuable information there. 790 00:56:11,560 --> 00:56:14,560 It's just not always presented in the most user-friendly way. 791 00:56:14,560 --> 00:56:18,560 And also the language is often beyond what they're capable of. 792 00:56:18,560 --> 00:56:22,560 And I hadn't even thought of the translation issue, which might make it a little awkward too, 793 00:56:22,560 --> 00:56:24,560 but I hope that helps. 794 00:56:24,560 --> 00:56:25,560 Question? 795 00:56:25,560 --> 00:56:26,560 Okay, not much time. 796 00:56:26,560 --> 00:56:31,560 Just one quick question that came up about sheltered instruction CLIL. 797 00:56:31,560 --> 00:56:37,560 Do you think what works in Anglo-Saxon educational systems can also work in Spain? 798 00:56:37,560 --> 00:56:39,560 Hmm. 799 00:56:39,560 --> 00:56:41,560 Yes, I do, actually. 800 00:56:42,560 --> 00:56:46,560 I think that the language is really incidental. 801 00:56:46,560 --> 00:56:49,560 I think the strategies would work. 802 00:56:49,560 --> 00:56:54,560 And that's why it's almost like a setup question, isn't it, for wrapping up? 803 00:56:54,560 --> 00:57:01,560 Because the international aspect of when you go to any country now all over the world, 804 00:57:01,560 --> 00:57:06,560 CLIL-like instruction is being recommended, content-based instruction. 805 00:57:06,560 --> 00:57:10,560 And I think that speaks to how we have not just in the U.S. or in Spain, 806 00:57:10,560 --> 00:57:17,560 but we actually have broad agreement around the world of what good instruction is for students 807 00:57:17,560 --> 00:57:19,560 that are learning a different language or a second language. 808 00:57:19,560 --> 00:57:22,560 So thank you for that, whoever had that set up. 809 00:57:22,560 --> 00:57:24,560 Anyway, I will be around for the next couple of days. 810 00:57:24,560 --> 00:57:27,560 I would love to, and I'll be also attending some of the workshops, 811 00:57:27,560 --> 00:57:30,560 but I'd love to chat with some of you if I just run into you informally. 812 00:57:30,560 --> 00:57:31,560 So thanks for coming. 813 00:57:31,560 --> 00:57:32,560 Thank you. 814 00:57:32,560 --> 00:57:34,560 Thank you. 815 00:58:02,560 --> 00:58:03,560 Thank you.