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Specially Designed Academic Instruction in English (SDAIE)

EDU 342- Adapted from Necochea, Z.C. (2003). Specially designed academic instruction in English (SDAIE): More than just good instruction. Multicultural Perspectives, 18-24.
by

Robert Bardach

on 13 February 2013

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Transcript of Specially Designed Academic Instruction in English (SDAIE)

EDU 342 Specially Designed Academic
Instruction in English (SDAIE) Connections to what is already known.
Helps to further already developed schema.
Krashen described “I”+1 technique
Integration of knowledge to that which students already bring to the table. 1) Connect to Previous Learning Provides authenticity to the abstract concepts and ideas that are being presented.
Abstract concepts and ideas are formalized best through the active engagement of the learner.
Builds a foundation of academic language
Provides alternate avenues for students to comprehend difficult concepts
Plans that include technology, realia, visuals, and manipulatives in cognitively demanding ways tend to be more holistic and individualized for the student.
Increases educational opportunities for the teacher. 2) Visuals, Manipulative,
Realia, and Technology Teachers and principals have the primary responsibility of creating a school culture of trust, acceptance, and respect that invites ELL's to be full participants in the learning process.
This environment views diversity as an asset
Learning without fear of ridicule or failure
Promotes high levels of motivation and self-confidence as ELL's learn to take risks.
Allows for the exploration of the unknown. 3)Low Risk & Safe Environment Various points in a unit of study at varius levels that allow ELL's to:
understand key concepts
participate in classroom activities
develop basic skills through creative design 4)Multiple Access Points Academic success is increased when students in the classroom are afforded to make critical intellectual connections and discoveries through collaboration and discourse with their fellow learners.
The creation of knowledge is a social process.
Provides opportunities for language negotiation, social construction of knowledge, and deeper understanding of key concepts. 5)Cooperative & Interactive Creates comprehensibility for ELL's
Develops patterns for thought
Utilizes existing schemata
Allows for "theme driven" instruction across the curriculum
Teacher assists students with the "connections but allows the students to develop their own conclusions about relationships of ideas. 6)Chunking & Webbing Improving the learning opportunities of English language learners in mainstream settings will require advancing the conversation on Specially Designed Academic Instruction in English (SDAIE).
SDAIE offers an opportunity for educators to explore varied instructional strategies for educating English Language Learners (ELL’s) in mainstream settings under a variety of circumstances. Zulmara Cline and Juan Necochea. 8 Components:
More Than Just Good Instruction Addresses the "effective domain." How students feel about themselves as individuals, students, and members of a learning group.
Combats institutional "racism."
Respect for families, cultures, and communities.

Allows students to understand that the culture within their homes have value in school. 7)Respectful of Learner Refers to the use of a students primary language to aid in the mainstream instructional environment.
The most controversial of all specially designed instructional processes.
Highly dependent of the motivations of the classroom teacher.
Methods for incorporating PLS in the classroom:
Parental support
Cross-aged peer tutoring
Primary language cooperative learning groups
Computer/Multimedia technology in L1
Bilingual instructional assistants
Integrated primary language assignments
Raising the status of the language 8)Primary Language Support (PLS) A strong foundation for future learning
Diminished feelings of frustration and anxiety Tapping into previous knowledge allows for: Teachers must have a knowledge of the ELL's background in order to tap into prior knowledge.
Academics
Cultural
Social
Community strengths
Behavioral orientations Teacher as the Guide present main ideas
major concepts
vocabulary in multiple ways using:
artifacts
visuals
manipulative s
realia
prior knowledge Each unit of study contains a multitude of activities designed to: all students understand the same core nucleus of the lesson
Activities, assignments, and practices are individualized to meet the needs of each student.
Oral presentations
Group activities
graphic illustrations
Skits
research reports
puppetry
etc. Objectives for the lessons stay the same: A "buzz" in the room
A linguistically rich classroom
Language proficiency through argument, discussion, and dialog.
Acquisition of "academic language" is a precursor to academic success and a predictor of successful life-long learning. "Constructive Noise" is evidence of a cooperative and interactive environment.
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