Final Power Point- Differentiating the Secondary Curriculum

8/2/2019 Final Power Point- Differentiating the Secondary Curriculum

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Authors:Brandi Pineda

Cassandra Silva

Calise Cardin


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Conceptualizing Language Use &Second Language Learning

Contextual Support

Cognitive Demand & Content inContext

Language as Context & Languageas Content Summarized by

Brandi Pineda


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1. BICS and CALP can be seen in terms of context and cognitivedemand in various combinations.

2. Both comprehension of the text and production of an essay depend

heavily on knowledge of language itself.

3. Teaching and learning activities which are well supported bycontextual cues are more comprehensible.

Conceptualizing Language Use

and Second Language Learning


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Teaching and learning activities can be seen as a meaning, sharing, and makingprocess.

For contextual support to be effective, it has to be conceived from the point of viewof the learner.

1. Learners' background knowledge about the learning tasksa learner's initialunderstanding of a learning situation and learning task depend on what priorknowledge he/she already knows.

2. Use of drama, visual/audio material and realialearners understanding of newinformation and skills can be enhanced by means of graphic and audio materialsof various kinds.

3. Use of language in the classroommoments of teacher-pupil interaction providethe opportunity for negotiated language use adjusted to the needs of thelearner.

4. Learning styles and personal referenceslearners have different views andreferences influenced by previous learning experiences, personality traits, andcapacity to deal with learning tasks.

5. Classroom environment and school culturea learner's perception of how othersin school regard them is an important factor in determining the level ofparticipation in learning and achievement.


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1. Cognitive demand is realized through learningtasks

2. Cognitive demand has to be seen in terms ofcurriculum content

3. Cognitive demand of any learning task is seenthrough the content knowledge and skills to belearned


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Providing contextual support for second languagelearners in the classroom means a highly languageconscious approach to the learning environmentand the content to be learned.


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Section 2

Chapter 3 SummaryCurriculum Related AssessmentQuestions

CRAS Pros &Cons

Current Formative AssessmentDangers

Summarized byCalise Cardin


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Using Curriculum RelatedAssessment Sheets in the

ClassroomQuestions a teacher should ask before using this method of

Assessment:

1. Analyze the task by looking at the

linguistic and cognitive demands.2. Look at the linguistic demands in relation

to linguistic ability of the child.3. Can the task be more context

embedded by making it more culturallyrelevant?

4. How else can the task be more contextembedded if this is necessary?

5. Is the child grouped with supportivemonolingual role models?

(Cummins, pg. 41)


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CRA Sheets

Pros & Cons

Accurate data onthe student

Can be used toshow students

growth

Provide

Evidence ofInstructionalStrategies

OnlyUseful forStudents

with problems

Cant be usedwith every

studentTime

consuming

Pros

Cons


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WhatStandardizedtesting does What CRA Sheets Do:

Provide fair assessment of whatbilingual learners can do. (Cumminspg. 48)

Give the teacher knowledge ofstudents current abilities

Can be used as a guide for whatstrategies to implement and used tohelp guide instruction.

Provide accurate results that can be

used in formal and informalassessments.

The danger of suchstandardized tests isthat it may be assumedfrom their results thatbilingual learners are

cognitively inferior totheir monolingualpeers. This in turn maymean that negativeassumptions are madeabout the intellectual

ability of bilinguallearners so that theyare given work that isless cognitivelydemanding.( Cine andFrederickson,pg.48)


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Summarized byCassandra Silva


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The process where curriculum aims, teaching andassessment methods, resources and tasks are planned byteachers to take account of individual pupil need.

There are 3 different dimensions of differentiation:I. The particular learning styles and needs of individual pupil

need.

II. The requirements of the learning task

III. The context of the situation where the learning will takeplace.

Differentiation could be seen as teachers usinginformation about pupils needs & knowledge abouttask demands and contexts to plan an appropriatecurriculum.


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By Task

Requires the teacher to

develop activitieswhich help studentsachieve the lessonobjective.

We as teacher shouldset different tasks withina common area ofstudy.

By Outcome

Involves setting a

common task for theclass.

Students learning willbe varied according totheir individualcapacity and interests.


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I. Working in Partnership: standard practice to support studentslearning English as a 2nd language w/in a mainstreamclassroom.

II. The role of talk in the classroom: an essential part of learningfor bilingual students is working in groups. Talking with others is

the key to language acquisition.III. Use of mother tongue in the classroom: bilingual students mustbe encouraged to use their first language in the classroombecause it confirms meaning and the conceptualization ofcomplex issues will be improved.

IV. Active & collaborative learning in small groups: students that

work together get to share skills and ideas. Working togetherdevelops a supportive classroom atmosphere where studentslearn to give and receive help from each other independentlyof the teacher.


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Cummins has devised a model where the different tasks weexpect our students to engage are categorized.These tasks range in difficulty along one continuum fromcognitively straightforward to cognitively challenging; andalong the other continuum from context-embedded tocontext-reduced. A context-embedded task is one in which the student has access to

visual and oral cues; for example looking at illustrations of what isbeing talked about or ask questions to confirm understanding.

A context-reduced task is listening to a lecture or reading dense text,where there are no other sources of help than the language itself.

A D quadrant task, which is both cognitively demanding andcontext- reduced, is usually the most difficult for students, mostly fornon-native speakers in their first years of learning English. However, it isessential that ESL students develop the ability to accomplish suchtasks, since academic success is impossible without it. (Shoebottom)


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Challenges of Bilingualism for Teachers:

Raising teacher expectations

Raising educational achievement

Accessing bilingual students to National Curriculum Early identification of bilingual students who may have

learning problems.

Cummins Framework address all these issues

Cummins research also explains that many bilingualstudents need 5-7 years experience of classroomlearning in order to obtain the kind of languageproficiency to achieve good grades within demandsof our exams system.


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Shoebottom , Paul . "Second language acquisition - essentialinformation."A Guide to Learning English. FrankfurtInternational School, n.d. Web. 5 Feb

2012..Cline, Tony, and Nora Frederickson. Curriculum Related

Assessment, Cummins and Bilingual Children. MultilingualMatters, 1996. Print.


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ASSESSMENT IN PRACTICE

SCIENCE: ROCK LESSONUsing the Aims Web to assess students vocabulary knowledgeof a topic covered in class


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Background Information: Students have just finished a unit on rocks.

Assessment Format: Using the AMIS Web format, an reading andvocabulary assessment is formed. Using the book The Magic School Bus :

Rock Collection, pieces of this story are used to form (see next slide forassessment)

What this tool will show: It will allow the teacher to see if all students arefamiliar with and able to use the key vocabulary that was learned in thisunit of study.

Most Amis Web Assessments are given one minute to finish. Thisassessment is untimed because we want to see what words studentsknow instead of their fluency.

Using AMIS Web as a Summative Assessment


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Most of the solid part of the earth is made up of great masses of 15rock. The small rocks that we collect are just pieces that broke off from 29huge masses. There are three types of rocks. The first type is sedimentary. 42This rock is made up of sediments, looks like pieces of sand glued 55together. A second type of rock is metamorphic rock. This rock is 67made by heat and pressure . A third type of rock is igneous. 79

This rock is made by heat, it is also known as a volcanic rock. 93All rocks are composed of minerals. Minerals are made up of 104elements.

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Final Power Point- Differentiating the Secondary Curriculum

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