SupportingLearnersslidesrev97_1.ppt

SupportingLearners Week9 Day5 Learningobjectives BytheendofthissessionyouwillhavedevelopedincreasedawarenessoftheimportanceofsupportinglearnersbeenintroducedtorelevantresearchonthisissuebyJeromeBrunerbecomeconsciousofstrategiestosupportlearnersidentifiedexamplesoforalsupportandsupportincorporatedintocoursebookmaterialsunderstoodtherationalefordifferenttypesoforalsupportbrieflypractisedincorporatingsupportintoteachingmaterials 2 Learnersupport Whosupports Whosupportswho Whatdowesupport Howdowesupport Whendowesupport 3 Refining PhysicalEnvironment safety Facilities resources Equipment comfort SpecialneedsMentalKnowledge background Understanding social Wellbeing humanity AcademicLStrategiesTMethods instructions grading Ability tasks in out Needs purpose 4 Supportinglearners Theteachers roles 5 Moon J 2000 ChildrenLearningEnglish MacmillanHeinemannELT H O3p3 6 JeromeSeymourBruner 1915 Now AmericanpsychologistCognitivepsychologyCognitivelearningtheorySeniorresearchfellowNewYorkUniversityofLawBA1937PhDfromHarvardUniversity 7 Bruner smodelofhumandevelopment 8 Bruner sbelievesthatinformationorknowledgeismosteffectivelygainedbypersonaldiscovery andthenclassifiedinactively iconicallyorsymbolically Ifstudentswereallowedtopursueconceptsontheirowntheywouldgainabetterunderstanding 9 ScaffoldingH O4 10 11 Scaffolding aprocess ReduceaslearnerbecomesmorecompetentKnowthelanguageneedsConsiderwhattheyknow don tGradetheorderaccordinglyUnfoldtheskillslogically 12 Postcards Conventions Formatcardformat divisionforaddress textstampContentsaywhereyouare weather people place whatyouaredoingfunny awfulincidentsmentionplanssignoffLanguageSomereductioninlanguagee g Havinggreattime Vocabulary placesofinterest weather activitiesTenses pastsimple simplepresent presentcontinuous future goingto TypicalphrasesHeyhereIamin Havingagreattimeon Been ingand ingetc TypicalideasSunburn badaccommodation food specialities prices locationofplaces people shoppingetc 13 Oralsupport LessontranscriptH O9 T Whatkindofanimalisit A It safox T It safox yes itis Couldyoudescribeit Isitbigorisitsmall Whatdoesitlooklike A littleandwhiteT Isitabigorsmallanimal A littleoneT Asmallone rathersmallcomparedwith forinstance polarbears Haveyouseenanarcticfox A No er onTVyesT DowehavearcticfoxesinNorway A Idon tthinkso T No Idon tthinksoeither Ithinkyouhavetogofurthernorthtogetthem Thankyou 14 FeedbackH O9 Repeatsstudents answersL25 yes abigelephantRephrasesstudents answersL53Yes inthe ProvidesunfinishedsentencesEncouragesstudentstocompletethemL22Whiletheywere Yanisaw 15 ModelsForWriting i 16 ModelsforWritingInteractivePack2 GINN ModelsForWriting ii 17 ModelsForWriting iii 18 ModelsForWriting iv 19 ModelsForWriting V 20 Supportingwriting GenreanalysisContent setting characters plot QuestionstoguideProvidethestructure sentences SentencestocompleteModelsofwritingorParallelwriting 21 References Supportinglearners articlehttp www edu gov on ca eng document manyroots manyroots pdfLiteracy supportinglearnerswithreadinghttp wales gov uk docs dcells publications 090515LiteracySkillsen pdfLanguagelearnersupporthttp www barrow k12 ga us esol Teacher Skills to Support English Language Learners pdf 22 ReflectiveQuestions AccordingtoBrunerwhatimportanttoolhelpscognitivegrowth LanguageWha