Dale’s Cone of Experience
We Tend
to Remember
10%
20%
30%
50%
Learning
Level of
Involvement
Reading
Hearing Words
Verbal Receiving
Looking at Pictures
Watching a movie
Looking at an Exhibit
Watching a Demonstration
Seeing it actually done
Visual
Receiving
Participating in a Discussion
70%
90%
Giving a Talk
Doing a Dramatic Presentation
Simulating the Real Thing
Doing the Real Thing
Participating
Doing
Citation Examples
Journal article
Berkerian, D.A. (1993). In search of the typical eyewitness.
American Psychologist, 48, 574-576.
Chapter in an Edited Text
Bjork, R.A. (1989). Retrieval inhibition as a adaptive mechanism in human
memory. In H.D. Roediger III & F.I.M. Craiks (Eds.), Varieties of
memory & consciousness (pp. 309-330). Hillsdale, NJ: Erlbaum.
Citation Examples Continued
Text
Cone, J.D. & Foster, S.L. (1993). Dissertations and thesis from start to finish:
Psychology and related fields. Washington, D.C.: American
Psychological Association.
Internet Article
VandenBos, G., Knapp, S., & Doe, J. 92001). Role of reference elements in the
selection of resources by psychology undergraduates [Electronic
version]. Journal of Bibliographic Research, 5, 117-123.
Fredrickson, B.L. (2000, march 7). Cultivating positive emotions to optimize
health and well-being. Prevention and Treatment, 3, Article 0001a.
Retrieved November 10, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.html
Citation Assignment
Create a citation for each of the four examples that follow.
1. Chapter in an Edited Text
Chapter: Sheltered Subject-Matter Teaching
Author: Stephen D. Krashen
Text: Methods That Work
Date of publication: 1993
Pages: 143-148
Editor: John W. Oller, Jr.
Publisher: Heinle & Heinle
Site of Publication: Boston, Massachusetts
Citation Assignment, cont.
2. Journal article
Article: Code Switching, Bilingualism, and Biliteracy: A Case Study
Author: A. Huertas-Macias
Date of publication: 1992
Pages: 3,4
Volume: 16
Journal: Bilingual Research Journal
Citation Assignment, Cont.
3. Internet Article
Article: Bilingual Assessment
Author: Jim Cummins
Date of publication: 2001
Retrieval Date:
Internet Address: http://www,journals/apa/org
4. Text
Title of Book: Promoting Academic Success for ESL Students
Author: Virginia P. Collier
Date of Publication: 1995
Site of Publication: Elizabeth, NJ
Publisher: NJTESOL-BE, Inc.
Strategies to Increase the Academic
Literacy of the Bilingual Student
Active learning
Cooperative Learning
Whole Language
Phonemic Awareness
Authentic Literature
Problem Solving
Blooms Taxonomy
Strategies, Cont.
Development of Prior Knowledge
Calla: Cognitive Academic language
Learning Approach
Instructional Conversations
Graphic Organizers
Authentic Assessment
Parental Involvement
Strategies, Cont.
Peer Coaching
Culture
Technology:
Computers
CD-Rom
Laser Disks
E-Mail
Multi-Media
What Should be in Place on Entering
an ESL Classroom?
Certified and Endorsed Teachers
Active Learning
Higher Order Thinking
Developmentally appropriate Materials
Ongoing Collaboration with content
Area Teachers
Knowledge of state and national Laws,
Statutes, Court Decisions
ESL Classroom, Cont.
Knowledge of TEKS
Knowledge of TAAS Objectives
Knowledge of Authentic Assessment
Knowledge of Research Based ESL
Strategies and Techniques
Established Centers
Integration of Music, Art, P.E.
ESL Classroom, Cont.
Predictable daily procedures
Whole language
Phonemic awareness
Big Books, chapter Books, Authentic
Literature
ESL Classroom, Cont.
Professional Library
Krashen
Cummins
Collier
Lindholm
Genesee
Christian
Montone
Hakuta
Wong-Fillmore
Short
Brister
Gonzalez
Clay
Lambert(William and
Wallace
U.S. Department of
Education
ESL Classroom, Cont.
Software
CDs and Cassettes
Videotapes
Computers:
Internet
E-Mail
Content Areas
Goldilocks
Knowledge
What are some of the
things goldilocks did?
Comprehension
Why did goldilocks like
the things that belonged to
the little bear?
Application
If goldilocks came to your
house, what might she
have tried to use?
Goldilocks, Cont.
Analysis
Synthesis
Evaluation
What parts of the story
couldn’t have really
happened?
How might the story have
been different if
goldilocks had visited the
“three fishes”?
Was goldilocks good or
bad? Why do you think
so?
Content Area ESL
Cooperative Learning
Graphic Organizers
Cognitive Academic Language Learning
Approach(CALLA)
Higher Order Thinking
Multiple Intelligences
Scaffolding
Content Area ESL, Cont.
Prior Knowledge
Strategies for Integrating Language and
Content
Adaptations
Technology
Parental Involvement
Authentic Assessment and Portfolios
Programs for ELLs
Transitional Bilingual Education
Maintenance/Development
Canadian Immersion
Structured English Immersion
Two-Way Immersion Programs
Programs for ELLs, cont.
Newcomer Programs
Sheltered English
Specially Designed Academic Instruction in
English(SDAIE)
ESL Pullout
English Language Development(ELD)
Strategies
Strategies are specific methods of approaching a problem,
a task, modes of operation for achieving a particular end,
planned designs for controlling and manipulating certain
information.
They are contextualized “battle plans” that might vary
from moment to moment, or day to day, or year to year.
Strategies vary intraindividually: each of us has a whole
host of possible ways to solve a particular problem and we
choose one—or several of those in sequence—for a given
problem. (H.D. Brown, 1994, p. 104)
1
Knowledge
Remember
Name Define Memorize Repeat
Record List Recall Locate Relate
Know Match State Write Recognize
Books, facts,events, T.V.,
radio, newspapers, films,
records, models
Who?
What?
Activities That integrate Content
And Academic language
Phase
Activity
Preparation
1.
2.
Presentation
3.
4.
5.
6.
Show students how to use graphic organizer to identify prior
knowledge, prepare study guides, and restructure prior
knowledge.
Have students identify new words and structures that they hear
or read.
Provide general overview of lessons; present new information in
chunks
Scaffold new information to support meaning and ensure
comprehension.
Integrate process skills with content.
Provide explicit instruction in learning strategies.
Activities That integrate Content
And Academic language
Phase
Activity
Practice
7.
8.
Students listen, speak, read, and write in all content areas.
Use hands on and cooperative learning activities.
Expansion
9.
10.
Use content resource materials.
Connect to outside experiences.
Evaluation
11.
Monitor students’ comprehension and teach the to :know when
they don’t know”.
Students describe and evaluate the strategies they use.
12.