Friday, July 31, 2015

Day #5

Essential Question: How do we use student interest to drive learning?
Concept map 
Curriculum Triangle
Question Sequences
Today we started to practice the tools we've learned about and observed over the week. After leading our own circles yesterday, many of us are chomping at the bit and ready to dive into the mess that is language learning!

While the first strand practiced developing concept maps and question sequences, the second strand continued to discuss the essential question: How do we instruct for proficiency? Through carefully constructed prompts that address errors and mistakes we can push students through the levels. These prompts often take the form of questions. As Ricardo said in his presentation, questions allow for more questions and such questions permit students to think and use language creatively and organically. 

Caleb's mind-blowing possible formula for progression:
1. Identify the inaccuracy
2. Determine whether it is a non-compensatory leveling issue or not
3. Determine if it is an error or mistake
4. Hypothesize what has resulted in the error - transfer or training?
5. Where does the error/mistake lie? Implicit? Explicit?
6. What do we do about it? (Enriched v. enhanced input)
7. Design instruction around the most appropriate type of intervention...prompts, exposure, experience, literacy, comprehension, production, ect.

One of the highlights of the day was the Intermediate circle that Darcy led to show us how OWL worked at the higher levels. While she led thirteen twelve teachers in an engaging class about regional stereotypes, the rest of us took careful notes about her question sequences, transitions, and how she handled ambiguity and student-initiated deviations. Watching her model a circle gave us a better idea of what we are striving to create in our classrooms. 

We put everything we've learned over the week to the test at the end of the day with some concrete planning work time. Annie, Darcy, Ricardo, Caleb, and Ashely supported us as we broke into groups to begin to plan the first two weeks, design curriculum and scope and sequence, and outline English week. It was so helpful and now we are all leaving with something concrete to bring back to our classrooms in a few weeks!!

Major take-away: Ambiguity is okay!!
Major take-away: Without corrective feedback that negotiates meaning you and your students get stagnant.

"But OWL makes a difference. For me it's a light in the dark." ~ Overheard in the cafeteria 

Utilizing Threads & Progressions