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Make an interactive video, assign to google classroom.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Team, coteaching, engaging, scavenger hunts

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With the advent of the common-core standards, our thinking about how to support second language learners has become super important. While opting for services like Translation Services London is an excellent way to get one's work translated, one also has to know more than one language fluently. Our current focus for supportive instruction may be on grammar and vocabulary or we may be modifying the texts English Language Learners (ELLs) work with during a lesson so they're at a more "appropriate level." Under the standards developed through the Common Core State Standards Initiative, however, instruction for ELLs will have to move beyond modifying lesson materials and teaching fundamental components of language. Educators now have to ensure that we are teaching ALL kids, no matter their language background or where they are academically, how to grapple with complex, grade level information and texts.

So how do we do this? Well, a piece of it is thinking more carefully about what supports or scaffolds we can add to our instruction.

Through my experience working as a classroom teacher in an urban school with a large number of second language learners, along with two years experience as our school's English Language Acquisition Teacher Leader, I have identified eight " scaffolding strategies " that I believe should always be considered when planning instruction for second language learners:
Click Here for the 8 Scaffolding Strategies Printable
When I set out to plan a lesson, I always consider how to use any or all of these eight scaffolding strategies to support comprehension and language development.

1. Visuals and Realia

Whenever I can I include realia, or real life, tangible objects in my lessons. I have found that realia is super supportive for vocabulary development and engagement. For example, I recently selected a text about coral reefs for a close read lesson. I wasn't sure students would know what "coral" was, so I brought in an actual piece of coral to pass around. If you don't have realia available for a lesson, use visuals or images! You can frequently find me on Google images, looking for that just right visual to support my lesson.

2. Modeling/Gestures

If you were to observe me teaching a lesson, you would likely see me making all kinds of funny looking gestures. Funny looking maybe, but supportive definitely! When all you do is talk/lecture to students who don't speak English as their first language, most of what you say will probably fly right over their head. Modeling and gestures help bring your words to life. Couple this with the use of supportive visuals and say hello to comprehension!

3. Connect to Background Knowledge

When planning for the "hook" or introduction in a lesson, I consider what background knowledge students might have that I can connect to. For example, I might show them a picture of something related to our lesson and ask them a question about it. Connecting previous knowledge/learning to new learning is always a great support for ELLs.

4. Graphic Organizers

Graphic organizers may not be an appropriate scaffold for every lesson, but they are for many! You can create your own or use one of the many free ones to be found on the www. Graphic organizers can be used as a tool to help students organize their thinking when responding to a text. They key is not to make them too complicated or they may end up being exactly the opposite of a useful thinking support.

5. Sentence Structures/Starters

Sentence structures can be a great support for English Language Learners. I often use them during the close of a lesson in the debrief or share. You can also slightly differentiate graphic organizers or recording sheets you provide students by adding sentence structures.

6. Read Aloud

Reading a grade level, complex text aloud to students at the start of the lesson can serve three important purposes: support engagement, support fluency, and give ELLs some access to the text they'll be working with. When reading a text aloud to students, it's important that it is displayed in a way that all students can easily see it.

7. Intentional Small Group/Partner Work

To support students during independent work time, you can consider small group or partner work. I say "intentional" small group/partner work because it's important to consider how and why you're pairing certain students. Pairing two students just because one is a "high" reader and the other is a less sophisticated reader can quickly backfire if you haven't considered how their personalities/work styles might pair up. Additionally, if you have chosen to provide a small group of students with additional support, just be aware of how much support you're providing...hopefully not too much! We don't want to take away all the challenges that a text/lesson presents.

8. Use of First Language

If a student's first language is available to you, then by all means make use of it as a scaffold. I'm not implying that the whole lesson should be translated. However if you can translate important vocabulary words, make connections between concepts presented, or translate specific instructions then go for it!

As a final note, even if you do not work with ELLs, try to keep in mind that good instruction for second language learners is great instruction for all kids!

Thanks for reading, and download your Scaffolding Strategies Printable for free.

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8 Strategies for Scaffolding Instruction - Ms. Houser

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With the advent of the common-core standards, our thinking about how to support second language learners has become super important. While opting for services like Translation Services London is an excellent way to get one's work translated, one also has to know more than one language fluently.

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December 2009/January 2010 | Volume 67 | Number 4
Health and Learning Pages 86-87

Robert J. Marzano

The strategy of tracking student progress on specific learning goals is well supported. For example, Fuchs and Fuchs found that providing teachers with graphic displays of students' scores on formative assessments was associated with a 26 percentile point gain in achievement. Unfortunately, this strategy has not received the attention it deserves.

When students track their own progress on assessments using graphic displays, the gains are even higher. Over my many years of working with teachers, I have had the opportunity to examine the effects of such an approach. In 14 different studies, teachers had students in one class track their progress on assessments; in a second class, these teachers taught the same content for the same length of time without having students track their progress (see www.marzanoresearch.com/research/strategy20_trackingprogress.aspx). On average, the practice of having students track their own progress was associated with a 32 percentile point gain in their achievement.

In the studies, students recorded their scores on a chart after taking each assessment. Figure 1 shows how a student tracked her progress on the topic of habitats using her scores on four different assessments. Using a rubric with a rating scale of 0 to 4 to score the assessments, this student began with a score of 1.5 on the first assessment and ended with a score of 3.5 on the fourth assessment.

Figure 1. Student Progress Chart

This approach provides two kinds of information for students and teachers. First, the rubric provides a description of the levels of performance that the teacher expects of the students. Second, the graph provides a representation of each student's progression of learning. The combination of these two types of information produces the powerful effect.

What Produces the Best Results?

Given the expected 32 percentile point gain, one might assume that this strategy is a sure thing in terms of enhancing student achievement. As is often the case, however, the details of the studies clarify the circumstances under which the strategy produces strong, as opposed to mediocre, results.

Address a single goal in all the assessments. To track student progress in the manner depicted in Figure 1, all assessments must address the same learning goal. For example, assume that a teacher has two learning goals that relate to the topic of habitats. One learning goal might be, "The student will understand that habitats provide plants and animals with the things they need to survive." A second learning goal for this same topic might be, "The student will understand how a local habitat of his or her choice supports specific local animals." The assessments should clearly differentiate between these two goals. One assessment can address both goals, but only if the teacher assigns two scores to the assessment-one for each learning goal.

Use rubrics instead of points. Across the 14 studies, teachers obtained the best results when they scored assessments using a rubric instead of points. Teachers typically assign a certain number of points to each answer on a test and then convert the total points to a percentage score. When teachers use this approach, they tend to change the type and difficulty of items from test to test, even when those tests measure the same topic. The first test might include all easy items, but the second test might include all difficult items. Consequently, a student might receive fewer points on the second test even though he now knows more than he did when he took the first test. A graph of his test scores would make it look as though he had decreased in knowledge when he had actually gained in knowledge. In fact, in the two studies that didnot show positive effects for students tracking their own progress, the teachers used points instead of rubric scores.
A rubric I have found useful involves five values, 0 through 4, with the score of 3 meaning the learner has mastered the content that is the target of instruction-the specific learning goal that the teacher wishes to assess and track. The teacher would state the learning goal in a form that describes what he or she expects students to do to demonstrate their understanding: "Students will explain and illustrate how habitats provide plants and animals with the things they need to survive."
A score of 4 indicates that students have mastered score 3 content and can also use that content to make inferences. For example, to earn a score of 4 on the habitat learning goal, students might be required to explain what would happen if the number of animals that the habitat typically supported increased dramatically over a short period of time. A score of 2 indicates that students know simple details and processes that relate to the learning goal (score 3 content) but not the more complex information and processes that the learning goal involves. In this case, a score of 2 might indicate that students recognize some basic facts and terminology associated with habitats even though they cannot explain and illustrate how habitats provide plants and animals with the things they need to survive. A score of 1 indicates that students cannot produce any of the content on their own but can do so with some help from the teacher. Finally, a score of 0 indicates that even with help, students cannot produce any of the content.

Use different types of assessments. The paper-and-pencil test is only one of many options that teachers can use with rubrics. Other types of assessments include demonstrations, probing discussions, unobtrusive observations, and student-generated assessments.
A well-constructed rubric allows for a relatively accurate measure of a student's level of understanding through both a demonstration, in which students demonstrate their skill at a procedure or their understanding of information, and a probing discussion, in which the teacher asks individual students to explain their understanding.
Unobtrusive observations involve a teacher observing a student demonstrating a procedure without the student being aware of the observation. For example, a physical education teacher might observe a student demonstrating the overhand throw on the playground. If the teacher has designed an appropriate rubric for this process, he or she can assign a score to the student without interrupting the student's play.
Finally, student-generated assessments are those that students have designed to demonstrate that they have met the requirements of a specific score on a rubric. For example, to show that she has attained score 3 status, a mathematics student might decide to explain how to solve a specific type of problem and demonstrate her explanation using selected problems from the end of a chapter in the textbook.

Benefits for All

When it comes to using classroom assessment to enhance student achievement, having students track their progress using rubrics is a hidden gem. This strategy involves multiple types of assessments, increases interactions between teachers and students, and provides students with clear guidance on how to enhance their learning.

Endnote

Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A metaanalysis. Exceptional Children, 53(3), 199-208.

Robert J. Marzano is Cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. He is the author ofThe Art and Science of Teaching (ASCD, 2007) and coauthor, with Mark W. Haystead, of Making Standards Useful in the Classroom (ASCD, 2008). To contact Marzano or participate in a study regarding a specific instructional strategy, visit www.marzanoresearch.com.

KEYWORDS

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When Students Track Their Progress - Educational Leadership

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December 2009/January 2010 | Volume 67 | Number 4 Health and Learning Pages 86-87 Robert J. Marzano The strategy of tracking student progress on specific learning goals is well supported. For example, Fuchs and Fuchs found that providing teachers with graphic displays of students' scores on formative assessments was associated with a 26 percentile point gain in achievement.

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Student Engagement in Literacy

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Whole Brain Teaching Upper Elementary and Beyond...

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Whole Brain Teaching Upper Elementary and Beyond...

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Classroom Management Strategies To Take Control Of Noisy Students

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Whole Brain Teaching 5 Step Lesson: Middle School Science

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This video is intended to isolate and illustrate the steps for the Whole Brain Teaching 5 Step lesson approach. This method allows you to start at the lower levels of learning and lead you students through to higher order thinking in a single lesson. For more information check out www.wholebrainteaching.com

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Whole Brain Teaching:  2nd Grade Reading

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Watch in amazement as Nancy Stoltenberg, WBT's Director of Certification, guides her Palmdale, California second graders through a high energy reading lesson. This fully annotated video demonstrates Whole Brain Teaching's latest strategies for increasing critical thinking and student engagement. Note especially, Nancy's marvelous use of Brainy Talk, a revolutionary new way to build students' reading skills.

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https://youtu.be/HCM9nqikcjs

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RCAN Director of K12 Instructional Technology

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http://www.shmoop.com/

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Explicit Vocabulary Instruction (sample 1)

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Most educators, policymakers, and parents agree that today's students need a mix of knowledge, skills, and dispositions to prepare them to be successful and engaged citizens. Given that students need a mix of these things, educators, policymakers, and parents are also asking, "How do we know if students are learning both what we are teaching and what they need to know to succeed?"

One key to addressing both of those issues that we understand at our Envision schools is the understanding that they are inextricably linked. While in some circles, assessment is a top-down process done by teachers who decide where students are on the continuum of learning, we engage students directly in assessing their own progress. This is part of our Know, Do, Reflect approach to learning. Here's an illustration of that process:

The reflection step in this on-going learning cycle is an essential element where assessment happens. Reflection invites students and teachers to recognize growth and accomplishments as well as identify opportunities for improvement and development. It is not separate from the learning process: It is an integral step on the path to deeper learning -- it's assessment as learning.

Having students play an active role in this step is distinctive for two reasons:
1. The assessment process itself helps students develop critical thinking and analysis skills.
Students who assess themselves are learning and improving their cognitive skills while assessment is happening. For example, in our classrooms, students are often asked to reflect on what they know before, during, and after a particular lesson, inviting them not only to chart a course for the progress they want to make but also to understandwhat they already bring to the classroom. Before the lesson even begins, they are exercising muscles that develop an academic mindset, which prepares them to understand not only what they are learning but how they are learning it. Those skills will enhance their ability to learn, adapt, and grow in future classrooms as well as in career and life settings.
2. The process also helps students internalize knowledge, turning what and how they learn into a well of resources they can use in the future.
When students assess their own work, when they identify their own strengths and weaknesses, the likelihood that they will do better next time is greater. This is true, of course, for everyone, not just students. When our goals come from inside, rather than being imposed from an external source, we are more likely to own them and work harder to achieve them.

One of our graduates describes Deeper Learning this way:
"Deeper learning is when a student learns something beyond the content, when they are able to apply their experiences, or knowledge gained in other classes, to what they are doing. It means internalizing information."
Self-assessment leads to that "beyond the content" piece, and gives students the powerful awareness of where they are and where they want to go.

Envision students have multiple opportunities to engage in this kind of learning. In both tenth grade and then again as seniors, they are asked to assemble a portfolio of their best work, which they must "defend," dissertation-style, to an audience of educators, peers, and community members. They give similar presentations throughout their high school years, reflecting on each experience to improve the next one.

As students revise their portfolios, incorporating feedback from teachers and peers, they hone not only critical thinking and analysis skills, but also communication skills. As seniors, they must pass the "College Success Portfolio" defense in order to graduate, and many of them go through multiple revisions and attempts before successfully passing.

As another graduate describes it:
"Being put in a position to articulate a concept to an audience takes greater comprehension than just learning the idea for yourself. By talking about the project, I deepened my own knowledge of the math we were learning."
Talking about their own learning -- articulating it, reflecting on it, internalizing it -- engages students in the kind of assessment that continually reinforces skills, deepens knowledge, and prepares them for the future.

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How Assessment Can Lead to Deeper Learning

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Most educators, policymakers, and parents agree that today's students need a mix of knowledge, skills, and dispositions to prepare them to be successful and engaged citizens. Given that students need a mix of these things, educators, policymakers, and parents are also asking, "How do we know if students are learning both what we are teaching and what they need to know to succeed?"

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Moving from dependent to Independent Learners

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Moving from dependent to Independent Learners

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Students learn to self-assess their own work by:

1. Seeing examples of mastery

2. Learning vocabulary specific to their craft

3. Practicing peer critique

"My goal as a teacher, in regards to self-assessment," says Karina Hean, the chair of NMSA's visual arts department, "is to get students to a place by 11th grade where they can visualize what needs to adjust and be their own editor. Until they can do that, they're always going to rely on outside voices, which isn't bad in and of itself, but you often need to be your own problem solver."

If you want to develop your students' ability to self-assess, you can adapt NMSA's three-step process in your classroom, as well as their practices -- from Post-it note critiques to Visual Thinking Strategies.

How It's Done

Expose Your Students to Examples of Mastery

In order to create great work, students need to know what great work looks like. "Then the teacher has an obligation to speak to what makes that work great in a very specific way," says Cristina Gonzalez, the former chair of NMSA's visual arts department.

To demonstrate examples of mastery, you can show students your own work, as well as work from outside experts, college students, upperclassmen, their own classmates, or videos, images, and texts. Showing examples of mastery can expand beyond the arts and into academics:

In English, you can show your students an example of an exemplary essay.

If you're having a Socratic discussion, you can review the guidelines for a great discussion.

School 21, a London-based public school, performs live demonstrations and shows prerecorded videos of teachers having conversations to demonstrate exemplary discussion techniques.

Provide Your Students With the Vocabulary to Analyze Work

Whether talking about syntax, tone, grammar or wiping, burrs, and mezzotinting, your students need to know the vocabulary specific to their craft to assess their and other's work. "To give feedback, it can't just be the way you feel about something," says Cindy Montoya, NMSA's principal. "That feedback is based on some technical knowledge about their specific art."

Create a Word Board or Wall

The NMSA dance department lists vocabulary (like canon, plié, and tendu) on a board, and students are tested on that vocabulary. The drama department displays phrases on the wall that help guide their peer critique. Pointing students to "The angel didn't fly" or "You broke the moment" reflects that a scene ended before the students effectively communicated what they had intended.

Ensure That Teachers Use Common Vocabulary

Within a department, whether English, science, or drama, ensure that all teachers use common critique language. "We have a common language," says Joey Chavez, the chair of NMSA's theater department, "and that's purposeful. We -- all four instructors -- want to give them feedback with the same language." By doing this, your students build on the same vocabulary as they move through a department from year to year.

Teach Your Students How to Give Peer Critiques

Peer critique gives your students an opportunity to use and share their voice, and it helps them to become more receptive to hearing and using feedback. "They're more prone to listen to the voices of their peers," says Hean. "It's also beneficial for them to verbalize and write their ideas out, to make them succinct, get them clear, and realize when they're not clear."

Create a Verbal Critique Contract

Before you jump into a critique, guide your students in creating a verbal agreement of what they want to get out of the critique and what behaviors they'll follow to get that outcome. It's important to promote behaviors like:

Treating your peers with respect

Balancing constructive feedback and compliments

Giving specific examples of what works well and what can be improved

Remembering that constructive feedback is not personal

It's important to remind your students of the purpose of a critique: to learn and improve their work. When they agree that the purpose of a critique is to improve their work, they become more receptive to feedback because they know it will help them.

A verbal agreement will also help your students become more comfortable with giving constructive criticism. "Compliments are nice, but they don't push you forward," says Hean. She describes how, by having them create that verbal contract, "you're giving them a chance, from their own motivation, to make sure that they'll respect that agreement and help each other."

Navigate Away From Vague and Hurtful Language

When your students are critiquing, they may use a word like "boring" to describe a piece of work. Words like that are vague and can be taken personally. "If you have a student say, 'Your print is really boring,' or 'Your drawing is really boring,' that could mean so many things," explains Hean. "What are they seeing? Help your students dig deeper into what's going on with the design, and help them to go beyond that surface terminology."

Start With a Written Critique

"Critiquing and speaking out loud about your own work or someone else's work is very intimidating," adds Hean. "And to say it in front of your peer group that you see every day is maybe even more so because there is an accountability there."

To help build your students' comfort and confidence around sharing their opinions, have them write their critique first, and then read it aloud. This practice can remove the discomfort of not knowing what to say, and it can help students discover what attracts them to a piece of work if they don't yet know how they feel about it.

"The key for each student is to realize that they have a valid, strong opinion, and that they can articulate that opinion to one another," says Hean. "That's part of this job -- coaching that confidence into being. You help them sentence by sentence to get to a place where they have trust in their own thoughts."

Help Your Students Understand Why They Do or Don't Like Something

Before they come to NMSA, the majority of incoming ninth-grade students know that they do or don't like something, but they don't always know why. "We try to help them uncover what that is -- why something in a composition or design is working, and why something else is not," says Hean.

By focusing critiques around specific topics -- like technique, concept, or craftsmanship -- and guiding them with specific questions, you can help direct your students' critique, develop their language, and deepen their understanding of why something does or doesn't work.

Facilitate Post-Critique Discussions

Facilitate a discussion around the feedback. "Let that feedback generate more questions, more responses, and remind your students that this is a conversation, and that conversations evolve," suggests Hean. "They're not right or wrong. That tends to give your students an opportunity to not take any one response too seriously. There's so much more absorption that goes on when the ideas are shared through conversation."

Restate Your Students' Critiques

After a critique, summarize what your students said. When restating the critique, use different words so that the student receiving the feedback can hear it in an alternate way, giving him or her an opportunity to absorb it more deeply.

Try These Critique Exercises

Visual Thinking Strategies

Visual Thinking Strategies "revolves around a simple question," says Gonzalez, "What's going on here?" You show your students a creative work, and then have them talk about it in three steps:

1. Describe what they see.

2. Analyze what they see.

3. Judge what they see.

"Students will start by describing what's in the painting, like, 'There's a man standing by a horse, and it looks like there's somebody falling on the ground.' Then they'll start saying, 'It seems very dark to me, almost threatening.' There's an interpretive element," says Gonzalez. Once they start analyzing what they see, they can then judge whether specific elements add or take away from the painting -- or print, sculpture, or even essay.

Post-It Note Critique

Post-it note critiques -- a one- to three-word written critique on a Post-it note -- allows your students to move around and give brief feedback on multiple works without having to verbalize their opinion. Post-it note critiques can be a great way for timid students to build confidence around sharing their opinion.

These critiques also help students practice their interpretation and analysis skills. "Each person gets to respond with a word or phrase concisely on each print to get their engines going about how imagery, value, mark, and composition communicate concepts and ideas," explains Hean. "It guides them to go deeper."

Here are five steps to bring the Post-it note critique into your classroom:

1. Arrange your students' work around the room so that each student can walk around and have the space to critique each piece.

2. You'll need a lot of Post-it notes. Each student needs a stack of Post-it notes to match the number of peer works that that they'll be critiquing.

3. Keep the critiques brief -- one to three words.

4. Share a clear critique goal with your students. "I tend to use Post-it note critiques when I have a specific interpretation or specific question about technique to ask so that they get to answer quickly, and they don't beat around the bush with it," says Hean.

5. Have each student gather their Post-it notes and read through them so they can then apply the feedback to their work. "The students get brief, concise, very direct communication. It's not contaminated by a student delivering it in a less clear way," says Hean.

Fishbowl Discussions

The fishbowl is a form of Socratic discussion that allows your students to reflect on, critique, and then build upon their peers' discussion. Before you jump into a fishbowl discussion, discuss its purpose and share the protocols and guidelines with your students. Not interrupting, respecting your peers (even if you disagree), and "knowing that the goal is to ask questions, not to develop answers" are some of those guidelines, says Geron Spray, an English and world history teacher.

To facilitate a fishbowl discussion:

1. Split your students into two groups. One group begins the discussion, while the other group sits around them, listens, and critiques them.

2. The students who are listening critique those who are discussing based on the content of what they discuss, along with how well they follow the protocols. "Are they making eye contact?" asks Spray. "Are they referring to the text as evidence? Are they asking questions? Are they including other people in the discussion?"

3. Have your groups switch. The students who were talking take on the role of listening, and those listening can now build on the discussion of the students before them.

"The goal is that the second round of discussion will be more in-depth," says Spray. "The group now discussing has had five, 10, 20 minutes -- however much time -- to really give a lot of thought to what is being said and how it's being said. It's an immediate assessment of the students' work, and the second group of students can build on the success or lack thereof of the first group."
Related Article: Socratic Seminars: Building a Culture of Student-Led Discussion
The Power of an Arts Education

Whether you're dancing, acting, painting, writing, or composing music, you're constantly assessing and revising your craft. It's part of the artistic process.

"There is a looseness to creating something," says Hean. "It doesn't quite hit the mark, you revise, you reassess, you go at it again. That's our constant working method. No matter what they're doing in any walk of life -- whatever job, whatever engagement, whatever relationship they're having -- that ability to self-assess is there."

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4 Steps of Student Self-Assessment | Edutopia

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Students learn to self-assess their own work by: Seeing examples of mastery Learning vocabulary specific to their craft Practicing peer critique "My goal as a teacher, in regards to self-assessment," says Karina Hean, the chair of NMSA's visual arts department, "is to get students to a place by 11th grade where they can visualize what needs to adjust and be their own editor.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.