Page 1
A PANEL DISCUSSIONTESOL 2011
Targeting Targeting InstructioInstructio
n to n to Different Different ProficiencProficiency Levelsy Levels
Targeting Targeting InstructioInstructio
n to n to Different Different ProficiencProficiency Levelsy Levels
MonitorinMonitoring and g and
Assessing Assessing ProgressProgress
MonitorinMonitoring and g and
Assessing Assessing ProgressProgress
Using Using Materials Materials
and and TechnoloTechnolo
gygy
Using Using Materials Materials
and and TechnoloTechnolo
gygy
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon Building Building
Community/CCommunity/Collaborationollaboration
SKILLSSKILLS
Page 2
Introductions: PanelistsIntroductions: Panelists
• Sylvia Ramirez MiraCosta CollegeMiraCosta College
• Rob Jenkins Santa Ana College School of Continuing EducationSanta Ana College School of Continuing Education
• Jayme Adelson-Goldstein Lighthearted LearningLighthearted Learning
• Donna Moss Arlington Education and Employment Program (REEP)Arlington Education and Employment Program (REEP)
• • Lynn SavageLynn Savage
City College of San Francisco (Retired)City College of San Francisco (Retired)
Page 3
Getting to Know You
Your role:
• teacher
• coordinator
• administrator
• a combination
Page 4
Getting to Know You
Your students:Your students:
• • adultadult
• • secondarysecondary
• • intensive programsintensive programs
• • otherother
Page 5
Targeting Targeting Instruction to Instruction to
Different Different Proficiency Proficiency
LevelLevelss
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
Using Using MaterialMaterial
s and s and TechnolTechnol
ogyogy
Using Using MaterialMaterial
s and s and TechnolTechnol
ogyogy
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
Building Building Community/Community/CollaboratioCollaboratio
nn
IN THE MULTILEVEL CLASSROOM
IN THE MULTILEVEL CLASSROOM
By the end of our session you will be able to identify strategies for:
Page 6
MuLtilevel Concepts
Level-specific: “Every class is a multilevel class”
Non level-specific: “One-room school house”
Thematic approach
Whole class opening and closing activities
Breakout time for level-specific groups
Breakout time for mixed-level groups
Page 7
Multilevel Classes: An Opportunity for Learners
• Less proficient have an opportunity to interact with more proficient.
• More proficient benefit by using their English skills to help less proficient.
• Students learn to work together across differences.
• Students develop learning communities in which they learn from each other’s strengths.
- from “Promoting Success of Multilevel ESL Classes: What Teachers and Administrators Can Do” CAELA Brief April 2006
Page 8
Single-Level ESOL Classes
Multilevel Multilevel ESOL ClassesESOL Classes
Goal Setting Learner-Centered Task-Based Cooperative
Groups Contextualized
Learning Assessment of
Learning Outcomes
Page 9
Single-Level ESOL Classes
Multilevel Multilevel ESOL ClassesESOL Classes
• Broad spectrum of Broad spectrum of proficienciesproficiencies
• Distinct levels within the Distinct levels within the classclass
• Different Different curriculum/material for curriculum/material for different levelsdifferent levels
• Lesson plans and Lesson plans and assessments that address assessments that address these issuesthese issues
Goal Setting Learner-Centered Task-Based Cooperative Groups Contextualized
Learning Assessment of
Learning Outcomes
Page 10
Targeting Targeting InstructioInstructio
n to n to Different Different ProficiencProficiency Levelsy Levels(Jayme)(Jayme)
Targeting Targeting InstructioInstructio
n to n to Different Different ProficiencProficiency Levelsy Levels(Jayme)(Jayme)
MonitorinMonitoring and g and
AssessingAssessing ProgressProgress(Lynn)(Lynn)
MonitorinMonitoring and g and
AssessingAssessing ProgressProgress(Lynn)(Lynn)
Using Using Materials Materials
and and TechnoloTechnolo
gygy(Donna)(Donna)
Using Using Materials Materials
and and TechnoloTechnolo
gygy(Donna)(Donna)
OrganiziOrganizing ng
InstructiInstructionon
(Sylvia)(Sylvia)
OrganiziOrganizing ng
InstructiInstructionon
(Sylvia)(Sylvia) Building Building Community/CCommunity/Collaborationollaboration
(Rob)(Rob)SKILLSSKILLS
Page 11
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Building Building CommunityCommunity/Collaborati/Collaborati
ononOrganiziOrganizi
ng ng InstructiInstructi
onon
OrganiziOrganizing ng
InstructiInstructionon
Page 12
Systemize lessons Systemize lessons and materialsand materials
Systemize lessons Systemize lessons and materialsand materials
Seek Support Seek Support (Administration, (Administration,
colleagues, technology, colleagues, technology, students)students)
Seek Support Seek Support (Administration, (Administration,
colleagues, technology, colleagues, technology, students)students)
Pace lesson Pace lesson activities activities
appropriately appropriately
Pace lesson Pace lesson activities activities
appropriately appropriately
Skills we Skills we need to need to
Organize Organize InstructiInstructi
onon
Skills we Skills we need to need to
Organize Organize InstructiInstructi
onon
Page 13
Thinking of Multilevel instruction…
Page 14
And reimagining it as an orchestra…
Page 15
And thinking about…YOU
Page 17
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups Systemizing
Page 18
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups Systemizing
Page 19
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups Systemizing
Page 20
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups Systemizing
Page 21
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groups Systemizing
Page 22
Plan lessons around a single theme or topic
Systemizing
Page 23
Identify types of housing available for rentIdentify types of housing available for rent
Interpret classified ads for local apartmentsInterpret classified ads for local apartments
Calculate monthly housing costs in order to Calculate monthly housing costs in order to make a housing choice.make a housing choice.
Systemizing
Page 24
Students will be able to…
Systemizing
Page 27
• Peer Dictation• Surveys• Interviews
Systemizing
Page 28
• Peer Dictation• Surveys• Interviews
Systemizing
Page 32
MULTILEVEL LESSON PLAN
Theme: Resource/Text:
Objective 1 Lower level Ss will be able to…
Objective 2 Mid-level Ss will be able to…
Objective 3 Higher-level Ss will be able to…
OPENING: WHOLE GROUPGoal: build community, introduce vocabulary, content and/or other skills to be
practiced in break out groups
BREAK OUT GROUPSGoal: Level Appropriate Skill Building, Mixed-Level Communication Tasks
Low Level Mid Level High Level
CLOSING: WHOLE GROUP
Goal: Assess and reflect on learning from break-out groupsPacing
Page 33
We’ll come back together in: 20 min.
Pacing
Page 36
• Materials with answer keys
• Predictable structure of materials
• Clear delineation of group tasks
• Audio programs
Support
Page 37
✔ ✔ Agency or Regional ML Agency or Regional ML networksnetworks
✔ ✔ Newsletters and BlogsNewsletters and Blogs
✔✔ Regional TESOL ListservsRegional TESOL Listservs
✔ ✔ Social Networks Social Networks Support
Page 38
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Building Building CommunityCommunity/Collaborati/Collaborati
onon
Page 39
Reduce Level Reduce Level StigmaStigma
Reduce Level Reduce Level StigmaStigma
Delegate Delegate Classroom Classroom
Responsibilities Responsibilities
Delegate Delegate Classroom Classroom
Responsibilities Responsibilities
Employ Employ Cooperative Learning Cooperative Learning
TechniquesTechniques
Employ Employ Cooperative Learning Cooperative Learning
TechniquesTechniques
Create a Create a Learner-Centered Learner-Centered
EnvironmentEnvironment
Create a Create a Learner-Centered Learner-Centered
EnvironmentEnvironment
Skills Skills needed to needed to
Build Build CommunityCommunity/Collaborati/Collaborati
onon
Page 41
Student-centered instruction emphasizes [….] building on learners’ experiences and strengths while also teaching them how to use specific learning strategies to accomplish their goals.-CAELA brief on Evidence-Based, Student-Centered InstructionApril 2010
Page 42
We’re in it together…We’re in it together…
Page 43
Learner-Learner-CenteredCentered
InstructionInstruction
Page 44
“I want the paper for the other group.” - student in adult ML ESL class
Page 45
• Identify similarities and common goals and needs among all students.
• Do whole class activities and presentations.
• Avoid always resorting to mentor/mentee relationships for cross-ability activities.
Reduce Reduce Level Level
StigmaStigma
Page 46
• Use colored folders or colored cards instead of labeling levels.
• Identify and address student needs in all skill levels.
Reduce Reduce Level Level
StigmaStigma
Page 47
“When we engage our students in cooperative learning, they are developing cooperative skills.”
David Johnson & Roger Johnson
Page 48
Active Listening
Paraphrasing
Checking for Understanding
Resolving Conflicts
Building Consensus
Expressing AppreciationCooperativCooperativ
e e LearningLearning
Page 49
“positive interdependence”
“individual accountability”
David Johnson & Roger Johnson
Page 50
• Have a common goal
• Shared Resources
• Rewards
CooperativCooperative e
LearningLearning
Page 51
• Quiet Signal
• Time Limits
• Numbered Heads
• Students Police Themselves
• Classroom Tasks/Teams
CooperativCooperative e
LearningLearning
Page 52
RolesSpecific to task or …FacilitatorTime KeeperRecorder
QuestionerReporterOthers
CooperativCooperative e
LearningLearning
Page 53
“Classroom jobs build community. Students feel that they have a responsibility in the class. Every instructor has tasks she can delegate to students who then negotiate on who will do the job that day. These teams suit the open entry adult classroom well. - Donna Price
Page 54
•Meeting
•Greeting
•Teaching
•Doing Tasks
•Mentoring
•Leading Groups
•Other Responsibilities
DelegatinDelegatingg
Page 55
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Building Building CommunityCommunity/Collaborati/Collaborati
onon
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
Page 56
Higher-Level Higher-Level LearnersLearners
Higher-Level Higher-Level LearnersLearners
Mid-level Mid-level Learners Learners Mid-level Mid-level Learners Learners
Lower-level Lower-level learners learners
Lower-level Lower-level learners learners
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficien
cy cy LevelsLevels
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficien
cy cy LevelsLevels
Page 57
Lower-level learners Lower-level learners Lower-level learners Lower-level learners Lower-levelLower-levelLower-levelLower-level
LEARNERLEARNERS WILL S WILL
BE ABLE BE ABLE TO…TO…
LEARNERLEARNERS WILL S WILL
BE ABLE BE ABLE TO…TO…
Higher-levelHigher-levelHigher-levelHigher-level
Mid-LevelMid-LevelMid-LevelMid-Level
Low-Level: Identify jobs Low-Level: Identify jobs in the communityin the community
Low-Level: Identify jobs Low-Level: Identify jobs in the communityin the community
Mid-Level: Inquire about Mid-Level: Inquire about job opportunities in the job opportunities in the community (and request community (and request
a job application)a job application)
Mid-Level: Inquire about Mid-Level: Inquire about job opportunities in the job opportunities in the community (and request community (and request
a job application)a job application)
HL: “Sell” themselves to HL: “Sell” themselves to a potential employer in a a potential employer in a
face-to-face meetingface-to-face meeting
HL: “Sell” themselves to HL: “Sell” themselves to a potential employer in a a potential employer in a
face-to-face meetingface-to-face meeting
Page 58
Lower-level learners Lower-level learners Lower-level learners Lower-level learners Lower-levelLower-levelLower-levelLower-level
LEARNERLEARNERS WILL S WILL
BE ABLE BE ABLE TO…TO…
LEARNERLEARNERS WILL S WILL
BE ABLE BE ABLE TO…TO…
Higher-levelHigher-levelHigher-levelHigher-level
Mid-LevelMid-LevelMid-LevelMid-Level
Identify jobs in the Identify jobs in the communitycommunity
Identify jobs in the Identify jobs in the communitycommunity
Inquire about job Inquire about job opportunities in the opportunities in the
community (and request community (and request a job application)a job application)
Inquire about job Inquire about job opportunities in the opportunities in the
community (and request community (and request a job application)a job application)
““Sell” themselves to a Sell” themselves to a potential employer in a potential employer in a
face-to-face meetingface-to-face meeting
““Sell” themselves to a Sell” themselves to a potential employer in a potential employer in a
face-to-face meetingface-to-face meeting
Page 59
Level teacher-to-student Level teacher-to-student communicationcommunication
Level teacher-to-student Level teacher-to-student communicationcommunication
Level student-to-student Level student-to-student communicationcommunication
Level student-to-student Level student-to-student communicationcommunication
Develop a repertoire of Develop a repertoire of “leveling strategies”“leveling strategies”
Develop a repertoire of Develop a repertoire of “leveling strategies”“leveling strategies”
SKILLS WE SKILLS WE NEED TO NEED TO TARGET TARGET
INSTRUCTIINSTRUCTIONON
SKILLS WE SKILLS WE NEED TO NEED TO TARGET TARGET
INSTRUCTIINSTRUCTIONON
Page 61
TeacherTeacher-to-to
StudentStudentLeveled Leveled InstructInstruct
ionion
TeacherTeacher-to-to
StudentStudentLeveled Leveled InstructInstruct
ionion
Page 63
Help student learn how to use different expressions and non-verbal behaviors to…•Agree •Disagree •Manage their time•Stay on task•Interrupt•Encourage, etc.
Help student learn how to use different expressions and non-verbal behaviors to…•Agree •Disagree •Manage their time•Stay on task•Interrupt•Encourage, etc.
When you want to interrupt someone what do you…. Do Say
Errr…
Excuse me…
May I add something?
Hold on…
Raise your hand at 45° angle
Lift your index finger
Lean forward
Raise your hand, palm forward
LevelinLeveling g
Student Student toto
StudentStudentInteractInteract
ionion
LevelinLeveling g
Student Student toto
StudentStudentInteractInteract
ionion
Page 64
AssemblerAssembler
Facilitato
r
Facilitato
r
RecorderRecorder
Timekeeper
Timekeeper
There’s a bank. Right?
There’s a bank. Got
it!
Yes. I do. And
3 more minutes…
Do we all agree?
LevelinLeveling g
Student Student toto
StudentStudentInteractInteract
ionion
LevelinLeveling g
Student Student toto
StudentStudentInteractInteract
ionion
Page 66
Listening Tasks
Lower-level: starting/ending details, dates, names, numbers, etc.Mid-level: general details throughout the passageHigher-level: summarize, make inferences
Listening Tasks
Lower-level: starting/ending details, dates, names, numbers, etc.Mid-level: general details throughout the passageHigher-level: summarize, make inferences
LevelinLeveling g
StrategStrategiesies
LevelinLeveling g
StrategStrategiesies
And then he said…
And then he said…
What? What?!!What? What?!!
Page 67
Speaking Tasks: from Q&A to conversation
• Add visual support to mixers to help lower-level learners participate
• Look for pattern dialogs that… …lend themselves to editing…can be the launching point for a roleplay
Speaking Tasks: from Q&A to conversation
• Add visual support to mixers to help lower-level learners participate
• Look for pattern dialogs that… …lend themselves to editing…can be the launching point for a roleplay
LevelinLeveling g
StrategStrategiesies
LevelinLeveling g
StrategStrategiesies
Page 68
Reading Tasks: non-narrative and narrative reading
• Circling and underlining within the story or non-narrative text
• Sequencing and retelling stories with pictures and sentences strips
• Paired readings with one level for A, another level for B
Reading Tasks: non-narrative and narrative reading
• Circling and underlining within the story or non-narrative text
• Sequencing and retelling stories with pictures and sentences strips
• Paired readings with one level for A, another level for B
LevelinLeveling g
StrategStrategiesies
LevelinLeveling g
StrategStrategiesies
Page 69
Writing Tasks: from labeling to composition
•Lower-level: words, phrases•Mid-level: writing connected sentences
•Higher-level: complex sentences, questions and answers, paragraphs
Writing Tasks: from labeling to composition
•Lower-level: words, phrases•Mid-level: writing connected sentences
•Higher-level: complex sentences, questions and answers, paragraphs
LevelinLeveling g
StrategStrategiesies
LevelinLeveling g
StrategStrategiesies
Page 70
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
Building Building CommunityCommunity/Collaborati/Collaborati
onon
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Page 71
Using Using MaterialMaterial
s s & &
TechnoloTechnologygy
Using Using MaterialMaterial
s s & &
TechnoloTechnologygy
AdaptAdaptAdaptAdapt
IntegrateIntegrateIntegrateIntegrateEvaluateEvaluateEvaluateEvaluate
CreateCreateCreateCreate
Page 72
• Different materials for different levels– Authentic reading
materials – Thematic/leveled readings– Worksheets– CDs or other audio
programs Using Using Materials Materials
and and TechnologyTechnology
Page 73
• Same materials, different expectations– Visuals, Realia– Picture dictionaries– DVDs– CDs or other audio
programsUsing Using
Materials Materials and and
TechnologyTechnology
Page 74
• Different materials for different levels• Same materials, different expectations
– Evaluate– Adapt– Create
I have just one I have just one textbook for my textbook for my multilevel class!multilevel class!
Using Using Materials Materials
and and TechnologyTechnology
Page 75
1 2 3 Adjustments
Language development
Vocabulary Grammar Learning styles
Communicative practice
Page 76
Maximize the use of the visuals.
AdaptAdapt
Page 77
• Unit Vocabulary Flashcards– Low: picture and word– Mid: picture, word, and sentence– High: picture or word, sentence, part of speech, etc.
AdaptAdaptCreateCreate
Page 78
Create a dialogue with the class before using the text dialogue.
• Likeability Groups– Low: work with class-created dialogue– Mid and high: work with the class’ and
then text’s dialogue, compare and contrast
– High: create dialogue for a different scenario & share with the class. AdaptAdapt
CreateCreate
Page 79
• What support do your students need to understand what they hear?
• Vary the comprehension questions– Yes/no, either/or, Wh-– General information, details,
summaries
AdaptAdaptEvaluaEvalua
tete
Page 80
My job is already complicated by teaching a multilevel class, so why make it more complicated?
IntegraIntegratete
Page 81
IntegraIntegratete
Page 82
• Differentiating lab tasks by:– ability– individual goals/interests– learning style/preference– project tasks
IntegraIntegratete
EvaluatEvaluatee
Page 83
IntegraIntegratete
Page 85
• Stations• Pair work
IntegraIntegratete
I have just one I have just one computer for my computer for my multilevel class!multilevel class!
Page 86
IntegraIntegratete
Page 88
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
Using Using MaterialMaterial
s and s and TechnoloTechnolo
gygy
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
TargetinTargeting g
InstructiInstruction to on to
Different Different ProficienProficiency Levelscy Levels
Building Building CommunityCommunity/Collaborati/Collaborati
onon
OrganiziOrganizing ng
InstructiInstructionon
OrganiziOrganizing ng
InstructiInstructionon
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
MonitoriMonitoring and ng and
AssessinAssessing g
ProgressProgress
Page 89
What What TeacherTeachers Need s Need to be to be
able to able to dodo
What What TeacherTeachers Need s Need to be to be
able to able to dodo
Measure ongoing Measure ongoing progressprogress
Measure ongoing Measure ongoing progressprogress
Document gains Document gains
Make decisions Make decisions about promotion about promotion Make decisions Make decisions
about promotion about promotion
Page 90
• Measure how?Measure how?• Measure what?Measure what?• ChallengesChallenges
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
Page 91
Content
• “Competencies”
• Life skills
• Academic skills
• What else?
Language Skills
• Listening
• Speaking
• Reading
• Writing
• What else?
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
Page 92
Learner Evaluates
• Checklists
• Learning logs
• K W L charts
• Using Visuals
• Audio recordings• Learning stations
• Dialogue journals
• Portfolios
Teacher Evaluates
• Tests
• Checklists
• Observation measures
• Surveys / Interviews
• Audio recordings
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
Page 93
Vocabulary
Check the words you know.q aunt father husband
Skills and functions Read the sentences. Check what you know. I can use simple present to talk about everyday activities. (I study from 3:00 to 6:00 every day.)I can read a form with personal information
✔ ✔ ✔
Page 94
Things I learned today:
Things that were easy for me today:
Things that were hard for me today:MeasuriMeasuri
ng ng OngoinOngoin
g g progresprogres
ss
MeasuriMeasuring ng
OngoinOngoing g
progresprogresss
(time)
(focus)
(ranking)
Page 95
Know Want to Know
Learned
Page 96
Classic Classroom Activities (Oxford 2008) Weiss, et al. p. 90
Page 97
All 5 questions have answers.
Answers are comprehensible
4-5 answers are accurate
2-3 answers are accurate
1 answer is accurate
Oxford Picture Dictionary 2e (2008) p. 7 A classroom
Page 98
Oxford Picture Dictionary 2e (2008) p. 7 A classroom
Page 100
Vocabulary
Check the words you know.
q
aunt father husband
Skills and functions Read the
sentences.
Check what you know.
I can use simple present to talk
about everyday activities.
(I study from 3:00 to 6:00 every day.)
I can read
Page 101
• Why document?Why document?• Document what Document what
and how?and how?• ChallengesChallenges
DocumeDocumentnt
GainsGains
DocumeDocumentnt
GainsGains
Page 102
Jayme, placeholder for NRS levels
DocumeDocumentnt
GainsGains
DocumeDocumentnt
GainsGains
Page 103
PromotiPromotion to on to
Higher Higher LevelsLevels
PromotiPromotion to on to
Higher Higher LevelsLevels
• Test what?
• Test How?
• Challenges?
Page 104
What What TeacherTeachers Need s Need to be to be
able to able to dodo
What What TeacherTeachers Need s Need to be to be
able to able to dodo
MEASURE MEASURE PROGRESSPROGRESSMEASURE MEASURE PROGRESSPROGRESS
DOCUMENT DOCUMENT GAINSGAINS
PROMOTEPROMOTEPROMOTEPROMOTE
Page 105
What What TeacherTeachers Need s Need to be to be
able toable to dodo
What What TeacherTeachers Need s Need to be to be
able toable to dodo
MEASURE MEASURE PROGRESSPROGRESSMEASURE MEASURE PROGRESSPROGRESS
In order to In order to MEASURE MEASURE PROGRESSPROGRESS
In order to In order to MEASURE MEASURE PROGRESSPROGRESS
• • use assessment use assessment tools that tools that require minimal require minimal developmentdevelopment
• • encourage Ss to encourage Ss to self-evaluate self-evaluate and evaluate and evaluate each other’s each other’s work.work.
• • use assessment use assessment tools that tools that require minimal require minimal developmentdevelopment
• • encourage Ss to encourage Ss to self-evaluate self-evaluate and evaluate and evaluate each other’s each other’s work.work.
Page 106
in order to in order to DOCUMENT DOCUMENT
GAINS GAINS
• • be familiar be familiar with NRS levelswith NRS levels
• • be able to be able to match Ss to match Ss to appropriate appropriate measure measure
• • be familiar be familiar with NRS levelswith NRS levels
• • be able to be able to match Ss to match Ss to appropriate appropriate measure measure
What What TeacherTeachers Need s Need to be to be
able to able to dodo
What What TeacherTeachers Need s Need to be to be
able to able to dodo
Page 107
• • use a variety use a variety of ongoing of ongoing measuresmeasures
• • match Ss with match Ss with appropriate appropriate measure measure
• • use a variety use a variety of ongoing of ongoing measuresmeasures
• • match Ss with match Ss with appropriate appropriate measure measure
PROMOTEPROMOTEPROMOTEPROMOTEIn order to In order to PROMOTE PROMOTE LEARNERSLEARNERS
In order to In order to PROMOTE PROMOTE LEARNERSLEARNERS
What What TeacherTeachers Need s Need to be to be
able to able to dodo
What What TeacherTeachers Need s Need to be to be
able to able to dodo
Page 108
Things you say to check what you heard:Excuse me?Did you say, “______?”“______?”
Things you do to show you didn’t understand: Raise your shouldersTilt your head to the sideSquint
http://tiny.cc/no9k0