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Michelle Johnson's Teaching Learning Cycle 

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Michelle Johnson's Teaching Learning Cycle 

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Here is my Thinking Routine on Teaching and Learning Cycle. The reference for the resource I used is below

Teaching learning cycle overview - Presenter Bev Derewianka. (n.d.). Www.youtube.com. Retrieved April 5, 2023, from https://www.youtube.com/watch?v=DRmIJ2IjTPo

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Ruth Schlotman - Parts, People, Interactions + Reflection

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Ruth Schlotman - Parts, People, Interactions + Reflection

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Here is my Thinking Routine on Scaffolding. I read the article from Bell Foundation and used the Parts, People, Interactions Harvard Thinking Routine.

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I chose CLIL Principles #1-2 and especially stage 2 of the Teaching and Learning Cycle because developing awareness of language register and moving from talking about ideas to writing about ideas are big steps for all KG and Grade 1 students. This is definitely an area where the UDL concept that what is good from some is good for all. I also feel that my school is straddling CLIL with one foot in immersion and the other in CBI, and these principles are foundational for making that shift. I think many schools are still playing with co-teaching but have settled into the collaboration models that require the least amount of co-planning. Plus, the idea of a caseload and wanting students to learn English as quickly as possible keeps the medical model as the status quo. I have also found that the idea that "all teachers are language teachers" can give admin a pass on spending time, money and effort evolving the department. In my own experience, I have found that coaching cycles can make admin and classroom teachers nervous because they want the EAL specialist in direct contact with the "highest need students" as much as possible.

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Here is my Parts, People, Interactions thinking routine about CLIL #5 - differentiantion.

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I chose to focus on learner talk as I am passionate about trying to create more opportunities for all learners to interact with each other. One of the articles I read by Mohr, K. & Mohr, E. state that teachers perform 76% of classroom talk! If we are to truly take on board the WIDA statement that "Multilingual learners acquire language through meaningful use and interaction" then it is our responsibility to ensure they have authentic and meaningful opportunities to do this. I really appreciated Dr Rojas sharing the 6 steps forecasting for content and language integrated learning. This will be a really valuable tool when collaborating with other teachers and being intentional with planning specific opportunities for learner talk. I was also challenged to consider the comment in the anticipation guide "Often, EAL specialists end up helping multilingual learners with their content materials and tasks which prevents them from providing intentional and explicit language development instruction". This was a good reminder to ensure we don't neglect the importance of intentional co-planning and collaboration with colleagues.

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I have found the readings I have done on systematic functional language very interesting as well as very necessary. Reflecting on where my school is currently at, I feel like there is a lot that we still need to develop. I find the Teaching and Learning Cycle an extremely useful to breaking down language for multilingual learners as well as those students who have English as a dominant language, especially in lower elementary. Giving meaning to words, phrases, sentences through context and using metalinguistic language to describe how language works are just some ways for multilingual learners to develop their academic language. I hope that with all this insightful information I will be able to find opportunities to co-plan with our ELL specialist teachers and start introducing a few changes to better support our multilingual learners.

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Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning, Cambridge. Cambridge University Press.

Ford, K.  http://www.colorincolorado.org/article/differentiated-instruction- english-language-learners

Hanover Report 2018 Mar-Best Practics for Differentiated Instruction.pdf (wasa-oly.org) (pp. 1-23)

Eichhorn, M. L. et al 2019 (PDF) Increasing Engagement of English Learners Through Universal Design for Learning (researchgate.net)