K To 10 Regional Training Of Teachers On Critical Content In English

K TO 10 REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH Day 2 | July 18, 2018 Angels’ Hills Retreat and Convention Center, Tagaytay City

CLASS 4 | GILBERT D. ANIAR Department of Education

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INSTRUCTIONAL DELIVERY MODELS FOR ENGLISH LANGUAGE ARTS Denn Marc P. Alayon Teaching and Learning Division Bureau of Learning Delivery DepEd Central Office Department of Education

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OBJECTIVES At the end of this session, the participants should be able to: 1.

unpack the learning standard for Grade 7 ELA Curriculum;

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recognize the importance of different instructional delivery models in the teaching and learning process; and

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articulate the content knowledge and pedagogical skills English teachers need to support learners in developing literacy. Department of Education Department of Education

Video # 1

The English class we don’t want to attend! Department of Education

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What have you done? Learning Competencies

Strategies

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OBJECTIVES

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unpack the learning standard for Grade 7 ELA Curriculum;

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Unpacking the English Language Arts Level Standards for Grade 7

• What is a standard? • What is the purpose of standards? • What is the focus of the English Language Arts standards in the K-12 curriculum?

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Defining learning standards Academic standards or learning standards are clearly defined statements and illustrations of what all students, teachers, schools, and school districts are expected and be able to do. (Ohio Department of Education)

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Grade 7 English (First Quarter) Grade Level Standard

The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.

Content Standard

The learner demonstrates understanding of: precolonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.

Performance Standard

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement. Department of Education

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Unpacking the Learning Standard Grade 7 ELA Learning Standard The learner demonstrates communicative competence through his/her understanding of Philippine literature and other text types for a deeper appreciation of Philippine culture.

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Think about how the learning standard can be assessed in the classroom? Does the learning standard clearly state what students are expected to demonstrate at the end of the grade level?

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Defining learning standards (Ohio Department of Education)

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Learning Competencies

Learning Competencies refer to knowledge, understanding, skills, and attitudes that students need to demonstrate in every lesson and/or learning activity.

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Goals of Effective Literacy Instruction

Reference: Ontario Ministry of Education. (2004). Literacy for learning: The report of the expert panel on literacy in Grades 4 to 6 in Ontario.

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What are the critical contents that need to be addressed? Why do we need to address them? How should we address them? Department of Education

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What do high school students need to know and do to read and write in English?

1. Be sensitive to text structures while comprehending literary texts and parallel texts. 2. Monitor their understanding while reading and writing. 3. Evaluate information based on prior knowledge.

4. Read critically rather than just memorize information. Department of Education

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What do experts say about what students should be reading across content areas?

There is a need to balance narrative and informational text reading in schools.

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Text Structure of Two Text Types

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Text Structure of Informational Text

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Text Structure of Informational Text

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Text Structure of Informational Text

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Text Structure of Informational Text

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Video # 2

Teaching Text Structures for Informational texts reading Department of Education

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Explicit Instruction: The What’s, Why’s, How’s Department of Education

EXPLICIT INSTRUCTION •

an instructional strategy used to meet the needs of students and engage them in unambiguous, clearly articulated teaching. •meaningful •direct •effective and success oriented

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EXPLICIT INSTRUCTION

Everything is learned twice: first socially (that is, with the help of other human beings), then privately (internalized).

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EXPLICIT INSTRUCTION

The Zone of Proximal Development Beyond reach at present

ZPD Child’s current knowledge

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EXPLICIT INSTRUCTION

Explicit Instruction is characterized by: • a series of clear statements about the purpose and rationale for learning the new skill •clear explanations and demonstrations of instructional target •and supported practice with feedback until independent mastery has been achieved. Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

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COMPONENTS EXPLICIT INSTRUCTION

1. Modeling 2. Guided or directed practice 3. Independent practice Gauthier, Bissonnette and Richard (2013)

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EXPLICIT INSTRUCTION MODELING

Teacher Behaviors  Initiates  Models  Explains  Thinks aloud  Shows how to do it

Learner Behaviors  Listens  Observes  Creates an example based on teacher model

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EXPLICIT INSTRUCTION Guided Practice

Teacher Behaviors

 Demonstrates  Leads  Responds  Suggests  Explains  Acknowledges  Answers Questions

Learner Behaviors       

Listens Interacts Questions Collaborates Responds Tries out Participates

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EXPLICIT INSTRUCTION Independent Practice

Learner Teacher Behaviors Behaviors  Scaffolds  Applies  Validates learning  Teaches as needed  Takes charge  Evaluates  Practices  Observes  Solves problem  Encourages  Clarifies  Approximates  Confirms  Self-corrects  Coaches Department of Education

EXPLICIT INSTRUCTION

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Teaching Matters: Explicit Instruction Department of Education

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STRUCTURE OF AN EXPLICIT LESSON

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Opening it up •Gain pupils’ attention •State the goal of the lesson •Relevance of the lesson •Review of prerequisite skills Department of Education Department of Education

Teaching it • Modeling (I Do) • Guided Practice (We Do) • Independent Practice (You Do)

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Throughout lesson: • Involve students

• Monitor performance • Provide feedback

Closing it

• Review of the material - Highlight what was covered • Brief preview of next lesson • Assign additional seatwork or homework to continue practice of the skill learned Department of Education Department of Education

Sample Lesson Plan applying Explicit Instruction

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What discussion strategies can teachers use to focus on comprehension skills?

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What discussion strategies can teachers use to focus on comprehension skills? 1. Asking questions based on Taxonomies of Reading comprehension 2. Gradual Psychological Unfolding approach (GPU) 3. Directed Reading-Thinking Activity (DRTA) 4. Asking questions related to text 5. Question-Answer Relationship (QAR)

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Teaching Strategy 1

Asking questions based on a taxonomy (Barrett/ Bloom)

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Question Cycle in BDA the Lesson in English Before

During

After

Motivate Discover Predict outcome Provoke thinking Assess prior knowledge

Check knowledge Apply knowledge Analyze knowledge Evaluate knowledge Synthesize knowledge Exercise skill Elicit misconception

Relate to big picture Demonstrate success Review or recap Exit poll

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Levels of Thinking/Types of Questions 1. Low inquiry questions tend to reinforce “correct” answers. 2. High inquiry questions stimulate a much broader range of responses, and tend to stimulate high levels range of responses.

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Questions based on taxonomies of reading comprehension Barrett’s Taxonomy of comprehension skills Appreciat ion critique, appraise, comment, appreciate Evaluation analyze, appraise, evaluate, justify, reason, criticize, judge

Inferential comprehension

Bloom’s Taxonomy creat e evaluat e analyze

predict, infer, guess

apply Reorganization classify, regroup, rearrange, assemble, collect, categorize

understand

Literal comprehension label, list, name, relate, recall, repeat, state

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remember

A guide to question setting based on Bloom’s Taxonomy Create

• How would you better portray the character of ______? • How would you represent the historical context of the story?

Evaluate

• What is the most important event in the story? Why? • What is your opinion of ___?

Analyze

• How can you compare the plot of this story to _____? • How is the character connected to _____?

Apply Understand Remember

• What examples can you find that ____? • How would you modify the ending of this story? • How would you compare____? • What can you infer from ____? • What do you remember about…? • Describe what happens when ______?

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A guide to question setting (Barrett’s Taxonomy) Levels of comprehension

Sample questions

Literal comprehension

What is the character’s name? Who was taller? What is the tallest animal?

Reorganization

Can you make a map of where the character traveled in the story? Summarize the story read.

Inferential comprehension What else might the writer have included to make the story more interesting? What kind of a place is Sta. Rosa? What do you think will happen next? What is the writer’s purpose

Evaluation

Does this make sense? Is the information accurate? Could this really happen?

Appreciation

How did the story make you feel? Is the argument clearly stated? Is the sequence of events logical? Which words were most effective?

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Teaching Strategy 2

Gradual Psychological Unfolding (GPU)

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Dimensions of GPU Knowledge or Literal Understanding •Answers to information or Wh- questions are explicitly stated in the text.

Comprehension or Interpretation • The reader is tasked to read between the lines to make inferences

Application • The reader uses or applies learned materials in new and concrete situations, processes, effects, conclusions

Analysis • The reader breaks down the material into component facts so that its organizational structure can be understood such as elements, hypothesis, statement of facts, others.

Synthesis • The reader puts parts together to form a whole new pattern, structure, or design. He suggests or makes plans of action.

Evaluation • This is judging the value of something using internal criteria

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Asking questions based on GPU Knowledge or Literal Understanding

What is the title of the story? Who are the characters? Where did Winnie live?

Comprehension or Interpretation

Why did Wilbur’s color present a problem? What did Winnie do to solve the problem?

Application

If you were Wilbur, how would you feel about being multi-colored? How do you think Winnie felt every time she sat on or tripped over Wilbur?

Analysis

Did the story make you laugh? Which parts of the story were funny?

Synthesis

How many problems were met by Winnie in the story? How many solutions? Would a solution always make sure that it would be he end of a problem?

Evaluation

What can you do to show your love for someone?

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Video # 4

Red Flag in Asking Questions to Learners! Department of Education

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Teaching Strategy 3

Directed Reading-Thinking Activity (DRTA)

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Directed Reading-Thinking Activity (DRTA) • A discussion format that focuses on making predictions.

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How to use directed reading thinking activity D= Direct

R= Reading

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T= Thinking

Teaching Strategy 4

Asking questions related to texts

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Reference: Ontario Ministry of Education. (2003). A Guide to effective instruction in Reading K to 3. Ontario Early Reading Strategy.

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Reference: Ontario Ministry of Education. (2003). A Guide to effective instruction in Reading K to 3. Ontario Early Reading Strategy.

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Reference: Ontario Ministry of Education. (2003). A Guide to effective instruction in Reading K to 3. Ontario Early Reading Strategy.

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Reference: Ontario Ministry of Education. (2003). A Guide to effective instruction in Reading K to 3. Ontario Early Reading Strategy.

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The Question-Answer Relationship What kinds of questions do readers ask themselves when reading?

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I'm a Teacher: An Educator's Anthem Department of Education

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REFLECTION & SELF-ASSESSMENT From the session, I realized that ___________________________________. With this knowledge, I can ___________________________________.

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Arthur Applebee “Curriculum is often thought of as a set of specific knowledge, skills, or books to be covered. I propose instead that we think of curriculum as a set of important conversations that we want students to engage in.” Department of Education

Let’s Ponder

“A curriculum guide is just a piece of paper unless enliven in the classrooms.”

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You’ve been a wonderful participants! Department of Education

Topic 1: Identifying the Critical Content on the K to 12 Basic Education Curriculum Topic 2 : The National Achievement Test: An Interpretation of the English Component Results Topic 3: Instructional Delivery Models For English Language Arts Department of Education

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