Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students

By John ‘JR’ Reafleng Rita Chavira Christopher Garcia

Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students

1. ‘Do Now’2. Preview presentation objectives3. Discuss Objectives4. Closure activity5. Handout.

Thematic Approach to Develop BICS and CALP Proficiency in ELL Students

Agenda

Turn to your neighbor and ask and respond to the following question: What does thematic instruction mean to you as an educator?

Do Now:

It is likely that your responses addressed one more of the following aims of today’s presentations. Today we will:

Identify three major characteristics of thematic instruction.2. Discuss ideas from two or three recent articles provided that will help use thematic instruction with bilingual learners.3. Present other ideas from our professional experiences concerning thematic instruction that have proven beneficial that have not been mentioned in this training.


AIM:


What are three major characteristics of thematic instruction?


Characteristic 1


Characteristic 2


Characteristic 3


Discuss ideas from two recent articles provided that will help use thematic instruction with bilingual

learners.


The organization Focus on Effectiveness in their 2005 online

article Thematic Instruction discuss several ideas for implementation

of this methodology.

Focus on Effectiveness . (2005). Thematic Instruction . Retrieved from http://www.netc.org/focus/strategies/them.php


Key Concepts from Article:

“Themes are a way of understanding new concepts. They provide mental organizing schemes for students

to approach new ideas.”

“Research on brain-based teaching explains that the brain learns, and recalls learning, through nonlinear

patterns that emphasize coherence rather than fragmentation. The more teachers make connecting

patterns explicit and accessible for students, the easier

the brain will integrate new information.”


Key Methods:

“Choose authentic themes that matter. Choosing themes that are authentic content connectors strengthens students' ability to build fluency between school subjects and apply them in real-world contexts. Select concepts or

ideas that will blend disciplines and create bridges to new knowledge.”

“Connect to the local surroundings. Extend the classroom into the neighborhood, town, and environment by integrating them into the

curriculum in meaningful ways.”


The article notes: “Effective thematic instruction involves using a theme as ‘conceptual glue’ for learners, strengthening bonds to knowledge. This approach relies on teachers who have a strong sense of curriculum as a learning process and can see ways to connect learning with key concepts. The goal is to choose themes that relate to students' lives to ensure interest and engagement in the content.” While ELL methodology was not specifically addressed in this article, the SEI concepts of including hands-on activities, engage in cooperative learning and using visuals clearly fit perfectly with thematic instructional methodology as presented in this article. The use of guarded vocabulary is not specifically mentioned in the article.


In their article About Best Practices in Integrated Thematic Instruction (2012), Benchmark Education present a highly comprehensive list of principles and practices related to thematic instruction.

Benchmark Education. (2012). About Best Practices in Integrated thematic instruction. Retrieved from http://www.benchmarkeducation.com/learning-environment/integrated-thematicinstruction.html

http://www.benchmarkeducation.com/learning-environment/


They present the following for teachers looking to begin or improve thematic instruction:

Introduction/OverviewSelecting Themes

Thematic integration Fostering Critical and Creative Thinking

Planning units of studyMultiple Intelligences, as well as Bloom’s Taxonomy (see below).

Howard Gardner’s Multiple IntelligencesBloom’s Taxonomy Level 1: Knowledge

Bloom’s Taxonomy Level 2: ComprehensionBloom’s Taxonomy Level 3: Application

Bloom’s Taxonomy Level 4: AnalysisBloom's Taxonomy Level 5: SynthesisBloom's Taxonomy Level 6: Evaluation

Evaluating Student LearningThe Inquiry Process

The Cooperative Learning Process

Benchmark Education. (2012). About Best Practices in Integrated thematic instruction. Retrieved from http://www.benchmarkeducation.com/learning-environment/integrated-thematicinstruction.html

http://www.benchmarkeducation.com/learning-environment/


The ideas presented Education Benchmark in the previous slide cover nearly all of the key SOIP concepts: Preparation, Building background,

Comprehensible input, Strategies, Interaction, Practice and application, Lesson delivery, Review and assessment. However comprehensible input

was not specifically addressed.


Findings From Article:

Comprehensible input is not explicitly stated. CI may be taken for granted when instruction in English is to

be provided and assumes native or near-native English language abilities.


Present other ideas from our professional experiences concerning thematic instruction that

have proven beneficial that have not been mentioned in this training.


Idea 1


Idea 2


Idea 3

Describe three major characteristics of thematic instruction to your partner.2. Discuss at least 2 ideas from two or three recent articles provided that will help use thematic instruction with bilingual learners.3. Present at least one other ideas from your professional experiences concerning thematic instruction that have proven beneficial that were or were not mentioned in this training.


Closure: (Debrief)

handout

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Presentation: Thematic Approach to Develop BICS and CALP Proficiency in ELL Students

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