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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Module 4 - Effective teaching and learning

Introduction

To create learning that is effective it needs to be carefully planned and structured.

In this module you’ll:

  • look at the value of working collaboratively with teachers to scaffold student learning
  • learn how to guide students in the effective use of self-access learning resources
  • discover techniques you can use to support vocabulary development.

Refer to page 31 of your handbook to read the module introduction which describes these processes. You can download the PDF of the module here:

Teacher holding ELLP resources.

Audio transcript

Malo e lelei, I’m Rae Si’ilata.  

If you have completed Module 3, you will have a better understanding of the:

  • complexity involved in acquiring an additional language
  • difference between social and academic language
  • factors that affect language learning.

In Module 4, you will be introduced to key learning approaches that will assist ELLs. One of these is scaffolding. All learners learn best when they are guided from what they already know in small, structured steps towards a new concept. A simple way to understand scaffolding is I do-You watch; I do –You help,; You do-I help; You do-I watch. It’s helpful if learners are told what the learning intentions and goals are for each topic and how they will know if they have reached the required level (success criteria).

A useful tool to monitor student progress is the English Language Learning Progressions (ELLP). It provides descriptions of students’ learning stages in speaking and listening, reading, and writing. ELLP then makes suggestions of Next Steps or how to move students from this stage to the next. Students should then have access to individual tasks that provide opportunities to practise what has been taught without introducing new content.

Vocabulary development is crucial to learning a new language. At 10-years old, a native speaker of English has a vocabulary of approximately 7,000 words. You cannot teach ELLs all of the words they need to know but you can equip them with ways of learning new words themselves.

Strategies such as ranking, sorting, matching and sequencing allow learners to see and hear the new words several times. This increases their chances of eventually knowing the word. As shown in this module’s DVD clip, sequencing gives students a chance to order their thoughts and practise using these new words and structures.

By the time you complete this module, you will have a better understanding of structuring learning sessions by using effective approaches such as scaffolding and interactive vocabulary strategies. This will help your students to continue along the learning pathway.

Learning tasks

In this module you have two tasks to complete.

 Ranking

This task encourages critical thinking and learning by requiring learners to purposefully organise information.

Vocabulary development

This learning tasks allows you to explore a range of strategies that you can use to develop vocabulary.

Below, you can see an example of students using picture sequencing to construct a text using curriculum vocabulary in a technology class.

 

Transcript

Students - This is the staple and the last one, roll and handles.

Ahh roll!

Roll, yeah. Roll!

What about this?

Teacher - Now you’re on to it.

Student - When I did the sequencing, they just, it’s easy because I’d seen pictures and it’s like doing something that’s same with the words.

Students - Nice work.

High five!

Student - You fold the paper, you crease the paper, you cut the paper, you roll the paper, you glue the paper together, so it sticks. You press the paper together, yeah so the glue dries.

You cut a handle and then you staple the handle on to it.

Your thoughts

The Next Steps section of this module (p33-35), asks you to create and implement some resources that your students can self-access in the classroom.

Discuss the Next Steps section in the handbook with your coordinating teacher then answer these questions about your learning from this module:

  1. What are three concepts and three terms you learnt in this module?
  2. What learning tasks did you complete in this module?
  3. How will you apply the learning tasks from this module with your students?
  4. What main issues did you discuss with your coordinating teacher?
  5. What do you need to find out more about and how will you do this?
  6. What do you need to do to prepare for the next module?

When you've completed all of the questions, you've finished the module. Your coordinating teacher can sign off the module on the course completion certificate

Published on: 08 Jan 2018




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