Building excellence for all students
How to make higher order thinking visible in a LOTE classroom UFT/NYCFLT/NYSAFLT Conference Presenters: Gabriela Altomarino Lised Vigil Analyzing
Sponsored by AATSP November 12, 2016
Objectives By the end of this session you will: ● discuss the benefits and challenges of using higher order thinking questions in a LOTE class ● evaluate the use of tiered questions tied to the six layers of Bloom’s Taxonomy and HESS DOK levels ● learn strategies to promote students higher order thinking in the target language for students of all LOTE language proficiency levels
What is “HOT” and what is not? What is human geography? ● How can we evaluate the impact of human geography in our global society? ●
https://www.youtube.com/watch?v=egu1V OOopWk
What do we understand for higher order thinking?
Using questioning and discussion (Danielson rubric: 3b) In order for students to formulate high-level questions, they must have learned how to do this. Therefore, high-level questions from students, either in the full class, or in small group discussions, provide evidence that these skills have been taught.
Elements of competency 3b are:
● Quality of questions/prompts ● Discussion techniques
● Student participation
DANIELSON COMPONENT
3B QUESTIONING & DISCUSSION EFFECTIVE: While the teacher may use some low-level questions, she or he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
STRATEGIES TO BE USED IN THE CLASSROOM
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Clear and Concise
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Simple to complex
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One at a time
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Sentences starters
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Guided questions
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Graphic organizer
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Student generated questions
Language proficiency ●
Home Language Progressions
www.engageny.org ●
Can do statements (ACTFL)
https://www.actfl.org/sites/default/files/pdf s/Can-Do_Statements_2015.pdf
https://plickers.com/classes Mofongo
A. Es B. Es C. Es D. Es
un instrumento musical una comida típica de Puerto Rico una comida caribeña una proteína guisada
Esmeralda Santiago es:
A. Una B. Una C. Una D. Una
cantante famosa pintora renombrada periodista escritora
La primera migración de puertorriqueños sucede en: A. B. C. D.
1910 1930 1950 1970
Building language for questioning and discussion How can we teach students to create their own questions in the target language? How can students learn to produce language spontaneously?
STRATEGIES
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Circling Personalized Questions Paraphrasing QFT Sentences starters Four A’s protocol
What scaffolding do we need for building language for questioning and discussion? ● For
non native classes at beginning levels, you may begin with circling to model questioning followed by personalized questions. Turn and talk- with your partner ● Look at the circling template and create a summary explaining how circling works https://edpuzzle.com/media/5826349a991 0b3694e05fd35
Paráfrasis Turn and talk. Paraphrase the following statement: Esmeralda miraba fijamente la puesta del sol mientras comía naranjas. (Esmeralda stared at the sunset while she was eating oranges.)
https://www.youtube.com/watch?v=1i0Dn aoRKqo
Esmeralda miraba fijamente la puesta del sol mientras comía naranjas. Esmeralda contemplaba atentamente el atardecer, a la misma vez que comía unas naranjas. Esmeralda disfrutaba comiéndose unas naranjas al mismo tiempo que contemplaba atentamente el atardecer.
¿Qué estrategias utilizas cuando parafraseas? ● Lee ambos párrafos. ● Elige uno de ambos párrafos. ● Utiliza estrategias aprendidas para parafrasear un párrafo. La historia de Esmeralda Santiago comienza en la parte rural de Puerto Rico, donde sus padres y siete hermanos, en continuas luchas los unos con los otros, vivían una vida alborotada pero llena de amor y ternura. De niña, Esmeralda aprendió a apreciar cómo se come una guayaba, a distinguir la canción del coquí, a identificar los ingredientes en las morcillas y a ayudar a que el alma de un bebé muerto subiera al cielo.
Pero precisamente cuando Esmeralda parecía haberlo aprendido todo sobre su cultura, la llevaron a Nueva York, donde las reglas y el idioma eran no sólo diferentes, sino también desconcertantes. Esmeralda superó la adversidad, se ganó entrada a la “Performing Arts High School” y después continuó sus estudios en Harvard, de donde se graduó con altos honores. Cuando yo era puertorriqueña, es el relato de la tremenda trayectoria de una mujer verdaderamente extraordinaria.
QFT
INTEGRATED PERFORMANCE ASSESSMENT TASKS INTERPRETATIVE MODE ● Heritage level 2: Students were asked to watch a video clip and create open and closed ended questions by using the sentence starter sheet and the questions for discussion sheet. (Lesson #19) Watch the video and create questions with your partner, use the DOK & Bloom’s sheet (create open ended and closed ended questions) https://www.youtube.com/watch?v=4LCWsb_QaPc I then supplied students with some articles to respond as many questions as they could with the new information. ● Non-native level 2:Students read a text and are given vocabulary words to annotate in the text, then they are asked to find key words or phrases in English allowing them to self discover new words. (Lesson #21)
INTEGRATED PERFORMANCE ASSESSMENT TASKS INTERPRETATIVE MODE https://education.ohio.gov/getattachment/Topics/Ohio-sNew-Learning-Standards/Foreign-Language/WorldLanguages-Model-Curriculum/World-Languages-ModelCurriculum-Framework/InstructionalStrategies/Assessment-Guidance-and-Sample-Rubrics/IPAAppendixD_InterpretiveTasks-ACTFL.pdf.aspx
INTERGRATED PERFORMING ASSESSMENT TASKS INTERPERSONAL MODE ● Heritage level 2:After reading the chapter 13 “Nos va a salir la cosa” from “When I was Puerto Rican”.(Four A’s protocol) Let’s read a fragment from the book.
INTERGRATED PERFORMING ASSESSMENT TASKS INTERPERSONAL MODE ● Heritage level 2:After reading the chapter 13 “Nos va a salir la cosa” from “When I was Puerto Rican”.(Four A’s protocol)
In your groups create a Four A’s protocol sheet for this fragment.
INTERGRATED PERFORMING ASSESSMENT TASKS INTERPERSONAL MODE
● Non native level 2:After working with circling and personalized questions students use PQ’s done in class to interview each other and produce spontaneous responses.(Adaptation of inside/out student to student protocol interview) (Lessons #17,18)
INTERGRATED PERFORMING ASSESSMENT TASKS
INTERGRATED PERFORMING ASSESSMENT TASKS PRESENTATIONAL MODE ● Heritage track level 2:Students present cultural concepts of Puerto Rico (historical context, examples, impact on the country of origin) after reading an article of main concepts found in the book “When I was Puerto Rican” to then connect to the reading. ● Non natives level 2: Students write a summary of a story implementing paraphrasing strategies such as using synonyms and adding transitional words.
“A good teacher makes you think even when you don’t want to” (Fisher, 1998, Teaching Thinking) ● “Education is not the learning of facts, but training the mind to think.” (Albert Einstein) ●
