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CALLA Method

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Paulina Cisneros

on 5 April 2013

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Transcript of CALLA Method

CALLA Method Cognitive Academic Language
Learning Approach Three different types of Learning Strategies. Metacognitive Cognitive Social/Affective Learning strategies transfer to new tasks. Strategies can be learned Academic Learning is
more effective with learning strategies. Active learners are better learners. Goals of CALLA are for students: CALLA is an instructional model for second and foreign language learners based on cognitive theory and research. Students who organize and synthesize new information and actively relate it to existing information create more links to assist comprehension and recall.
Students identified as more successful learners are aware of strategies they used Students who are taught to use strategies and who are guided through positive experiences where strategies are applied will learn more effectively. Learning academic language in content areas among ESL students should follow the same principles that govern reading and problem solving among native speakers. "Good" Language learners use more varied strategies and use them more flexibly.
Students can apply new learning strategies across subject areas. Graphic Organizers (KWL charts)
Self-Monitoring (check progress, comprehension, language production)
Planning (Do I understand the task? What materials do I need? Resources?)
Self Evaluation
Self-Management Elaboration of background knowledge (what do I you already know? )
Predicting (logical guesses, anticipate information to come)
Making inferences (use context to figure out meaning, go beyond the text)
Personalize (relate concepts to your experiences, knowledge, beliefs, feelings)
Transfer/use cognates
Find/Apply patterns
Use selective attention (Key words, phrases, or ideas) By: Adriana Castillo &
Paulina Cisneros To learn essential academic content and language.
To become independent and self-regulated learners by increasing their command over a variety of learning strategies. Preparation Presentation Practice Self-Evaluation Expansion CALLA's Five Phases Identify objectives.
Activate student's prior knowledge.
Develop vocabulary.
Provide motivation
What advance organizer will give students an overview of the lesson? Present new information in many ways.
Model processes explicitly.
Explain learning strategies.
Discuss connection to students' prior knowledge. Use hands-on and inquiry-based activities
Provide different cooperative learning opportunities
Use authentic content tasks.
Ask students to use learning strategies. Students reflect on their own learning.
Students evaluate themselves.
Students assess their own strategy use. Students apply information to their own lives.
Students make connections between language and content.
Students relate information to first language knowledge.
Parents contribute to learning. CALLA lessons include content, language, and learning strategy objectives Four foundational beliefs Cooperative Learning
Questioning for clarification
(ask questions to elaborate on material or verify comprehension) Preparation Present Practice Self-Evaluation Expansion Preparation

Building Background

Comprehensible Input




Lesson Delivery

Review/Assessment CALLA -SIOP comparison References Murry, K. G. (2011). The CALLA Method of
Instruction. In S. G. Herrera (Author), Mastering ESL
and bilingual methods: Differentiated instruction for
culturally and linguistically diverse (CLD) students
(Second ed., pp. 323-359). Boston: Allyn & Bacon.

Robbins, J., & Chamot, A. U. (n.d.). Cognitive Academic
Language Learning Approach. Cognitive Academic
Language Learning Approach. Retrieved from
http://calla.ws/ Preparation Presentation Practice Self-Evaluation Expansion
Full transcript