"“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ...

Rationale: Research-based conceptual understanding of language functions, discourse

and pragmatics can be applied directly to instruction. Materials and curriculum reflect

the specific linguistic and socio-linguistic challenges of learners that affect second

language development, as well as group dynamics and strategic pairings in the

classroom.

1.0 Tap prior knowledge of students to engage everyone with meaningful

instruction. Brainstorming and scaffolded instruction engage learners from the start

to finish of each lesson. Checking frequently for comprehension facilitates the

completion of each task, as input is monitored by the instructor. Consider cultural

connections and implement culturally responsive curriculum to connect to English

Learners.

2.0 Strategic pairings. Implement strategic pairings, with mixed levels - intermediate

level students with higher level students, for example, using Vygotsky’s zone of

proximal development theory. (ZPD) Tasks should challenge both partners, yet be

within a comfort learning zone. The partners abilities should not reflect a wide gap of

academic levels or language proficiencies. Implement peer tutoring for most effective

results in which both students gain- the tutor gains confidence and competence in

explaining to another student, the lower level student gains confidence and competence

in improving language ability with the help of a peer. Triods and heterogeneous groups

of four or five are also effective means to complete and practice language tasks.

3.0 Process AND Product—Value the process of Interaction, allowing

ample time for practice, oral production, and mistakes along the way. Reference 4.0

listing tools to promote fluent and cohesive discourse.

Students are motivated to work toward a final product (clearly defined outcome) and

interactive tasks provide a meaningful venue to practice authentic language. Respecting

and promoting the “process” in achieving the outcome builds confidence in students as

well as retention of language structures.

4.0 Varied instruction and modalities reaches ALL students. Multiple Intelligence

tasks (Gardner) offer various ways to reinforce and practice language structures. Art,

music, and problem solving are examples which utilize all the four domains in a varied

approach that reaches across levels to all students. Incorporate varied tasks to build

competence and retention.

5.0 Give students tools for oral production and promote active participation:

(e.g., ability to engage in oral and written discourse that is fluent, coherent and

cohesive). I implemented these fluency builders to bridge the gap in my Cambridge

University curriculum in 2000 and have used them ever since;

Clarify… ”Excuse me, what did you say?”

Suggest… “Let’s try…”

Disagree Diplomatically.. ”That’s a good point, I have a different answer.”

Express hesitation… “Well… Let’s see…”

Turn-Taking ..“How about you?”

6.0 Feedback is the key. Recognize the need for assessing English language and

literacy developmental levels of students, monitor progress and provide both authentic

and summative evaluation. Coming in at the right times to offer feedback is key in the

collaborative process. “Leading from Behind” role of the teacher is powerful

7.0 Utilize assessment information to identify effective strategies to promote

language development, communicative competence and academic achievement. Creating

Rubrics, Checklists, and Student Self-evaluative forms are ways to monitor

improvement and keep the I + 1 level in check (Krashen). Tasks should reflect input of

current language level plus one level beyond, realizing that input and output are

constantly in flux. A good teacher reacts and responds to flux.

8.0 Establish Roles in Group work. The following roles are effective in my classes variations

you come up with would work well also:

Reporter

Recorder

Time-Keeper/Task-Keeper

Leader and Facilitator

9.0 Demonstrate an understanding of affective factors in language development (i.e.,

motivation, attitudes, anxiety and self-esteem); create tasks to build confidence in all

four skills of speaking, listening, reading and writing.

10.0 Culturally responsive tasks promote a positive and meaningful language

environment. Refer to my folk-tale multi-cultural lesson plan, nutrition, and Pepsi

advertisement lesson plan.

Additional Lecture notes and Demonstration, Campus Class for visiting

Brazilian Teachers:

SCAFFOLDING the lesson plan, KWLH Chart and Collaboration

Refer to weather and solar system lesson plans

Before students begin reading, introduce the title or topic, some key words

associated with it. Elicit any background knowledge from students.

Try the brainstorm I introduced-share with partner and then group.

1. Consider what you already know on the topic and fill it in the “K” column…

“WHAT DO I ALREADY KNOW?”

2.Think about WHAT you would like to know or learn about this topic and

fill in those questions… “WHAT DO I WANT TO KNOW?”

3. Upon completing the reading or task, fill in information under “L” and

“H”.. “WHAT did I learn and HOW did I learn it?”