Education > Foundations

Sheltered Instruction Techniques

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Developing academic language during content area instruction supports high levels of academic language acquisition (National Academies, 2017).
As cited in Howard et al., 2018, page 47, Echevarria, Vogt, and Short (2016) provided 30 features categorized into eight components for providing sheltered instruction to second language learners.
Teachers can utilize sheltered instruction techniques to make rigorous content more understandable and accessible to second language students. This includes

  • using visual aids such as pictures, charts, graphs, and semantic mapping;
  • modeling instruction, allowing students to negotiate meaning and make connections between course content and prior knowledge;
  • allowing students to act as mediators and facilitators;
  • using alternative assessments, such as portfolios, to check comprehension;
  • providing comprehensible speech, scaffolding, and supplemental materials; and
  • using a wide range of presentation strategies.

National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, D.C.: The National Academies Press.

Howard, H. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., Christian, D. (2018). Guiding principles for dual language education (3rd ed.). Washington D.C.: Center for Applied Linguistics. Retrieved from  http://www.cal.org/resource-center/publications/guiding-principles-3rd-edition-pdf-download

Echevarria, J., Vogt, M., & Short, D.J. (2016). Making content comprehensible for English learners: The SIOP model. (5th ed.). Boston, MA: Pearson.

CRLT

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Strategies for Effective Lesson Planning
http://www.crlt.umich.edu/gsis/p2_5

Integrated Course Design
http://www.theideacenter.org/sites/default/files/Idea_Paper_42.pdf

IDEA papers
http://www.theideacenter.org/research-and-papers/idea-papers

http://www.scholastic.com/teachers/article/new-teachers-guide-creating-lesson-plans

Why do we write detailed lesson plan?
http://www.wpunj.edu/dotAsset/119600.doc

Why do we need to write lesson plans?
Trinity College London
http://www.trinitycollege.co.uk/resource/?id=3799
Trinity College London is an international exam board that has been providing assessments since 1877. With a rich heritage of academic rigour and a positive, supportive approach to assessment, we provide recognised and respected qualifications in a unique spectrum of communicative skills — from music, drama and arts activities to English language — at all levels.

http://en.wikibooks.org/wiki/Social_and_Cultural_Foundations_of_American_Education/Curriculum_Development/Lesson_Planning

Six Common Mistakes in Writing Lesson Plans (What to do About Them)
Dr. Robert Kizlik
Updated June 21, 2013
http://www.adprima.com/mistakes.htm

Why should we plan lessons?
Wong, H. The First Days of Teaching: How To Be An Effective Teacher

Writing Lesson Plans
Dr. Stephen D. Holtrop
Huntington University
Updated 8.31.09
http://www.huntington.edu/dept_interior.aspx?id=2217

Lesson Plan
http://en.wikipedia.org/wiki/Lesson_plan

“Using Lesson Study with Pre-service Secondary Mathematics Teachers: Effects on
Instruction, Planning, and Efficacy to Teach Mathematics”
by Jameel Mostofo
https://cirt.gcu.edu/jir/documents/2013submissions/discussionperiod2/usinglessonstudywithpreservicesecondarymathematicsteacherseffectsoni

Plans? Why Bother?
2006
http://www.wwcc.wy.edu/facres/tfs/focalites/LessonPlan_Focalite.pdf
references at the end

The Impact of the Instructional Planning Self-Reflective Tool on Preservice Teacher Performance, Disposition, and Self-Efficacy Beliefs Regarding Systematic Instructional Planning http://www.speakeasydesigns.com/SDSU/student/SAGE/compsprep/Instructional_Planning_Self-Reflective_Tool.pdf
Instructional planning is a method to help teachers systematically design instruction.
Numerous instructional planning models have been developed (e.g.,
Dick & Reiser, 1989;
Dick & Carey, 1996;
Seels & Glasgow, 1990) with the goal of improving teacher instruction.
A systematic approach, which is the focus of this paper, has been shown to be beneficial because it results in effective instruction (Reiser & Dick, 1996*).

*Instructional planning: A guide for teachers.
Reiser, R.A., & Dick, W. (1996).
Allyn and Bacon.

http://www.canadatesl.com/teaching-pronunciation

Education World(R)

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Education World(R)
http://www.educationworld.com

related:
Building a Successful Educational App for Kids….With or Without Elmo
Jay Schiffma n  |  President, Dreamkind
November 06, 2013
http://schedule.gdcnext.com/session-id/824902
Although the kids educational space is far more democratic than other categories in the iTunes store, developers need to be realistic about competing with brands. Elmo sells. Dora sells. Sofia the First sells. Franny the Fantastic Frog probably won’t. Developers need to make strategic decisions about developing educational apps that compete with well-established brands supported by television, movies, or books. Some apps can compete in this crowded space, and others will certainly fail.
This lecture, led by Dreamkind President Jay Schiffman, will help developers navigate the kids space and make strategic product and marketing decisions that will help their apps stand out against powerful kids brands.