Planning for Success in the MultiLevel ESL Classroom

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Planning for Success in the Multi-Level ESL
Classroom

• Mary Theresa Seig and Dan Wann
• Good to Great!
• The 2006 Winter Institute
• February 23 and 24, 2006
• At the Sheraton Keystone Crossing
• Indianapolis, Indiana
• Sponsored by the Adult Education Professional
  Development Project

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Agenda

• Unpacking the Multilevel issue
• Break
• Planning is the key for success in the
  Multilevel classroom
• From Good to Great Getting the right folks on
  the bus and in the right seats- Policy Makers,
  Administrators, Teachers and Students!

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Objectives

• Develop alternative methods rather than
  proficiency levels to organize classes.
• Expand the lesson planning process to accommodate
  for varying levels within a class.
• Examine two instructional models
• Identify on going needs assessment tools that
  inform instruction
• Evaluate grouping strategies to determine what
  makes them work and to discover obstacles in
  effective use.
• Adapt activities for use in your class and share
  ideas with your colleagues.
• Develop reasonable expectations for your role as
  a teacher in a student centered class.
• Develop an action plan for your local program and
  your class.
• Define multilevel from your prescriptive as a
  leaner and a teacher.

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Reflection 1 Defining Multilevel

• Think about a workshop or a class in which you
  were a learner and the other participants
  brought different abilities, interests, and
  strengths with them. From that perspective,
  think about the concept of multilevel listing
  several possible meanings. After creating this
  list, think about what we should expect of
  ourselves as classroom teachers when presented
  with challenging situations because of these
  differences.
• You have 10 minutes to think, reflect and write.
  You then have 15 minutes to exchange ideas with
  others at your table.

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Task 1 Unpacking Multilevel

• How many of the multis are not related to
  proficiency levels? List three or four of these
  differences that make a difference in the
  classroom as it relates to instruction, learning
  and the classroom atmosphere.
• Make a list on the newsprint provided and post on
  a wall. One member of the group will stay with
  the list.
• Use the color dots provided to rank the ideas on
  each of the posters around the room. Red is for
  most important, Green is the second most
  important and yellow is for the third most
  important factor.

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Break
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Planning for Success

• Group by teaching interest
• Read Scenario 1
• Presentation
• Lesson Planning Components and Stages
• Instructional Models
• Task 2

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Lesson Planning

• Stages
• Warm-up
• Introduction
• Presentation
• Practice
• Evaluation/Assessment
• Application

• Components
• Objectives
• Materials
• Activities

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Instructional Models

• Integrated Skills
• Task Based
• Content Based
• Differentiated Instruction
• Modification to accommodate student differences
• Modification of Content, process, or product

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Task 2 Lesson Planning

• Each group using the information in Scenario 1
  and information presented on lesson planning and
  instructional models will develop a lesson plan
  that includes all the learners described. The
  plan and presentation will include activities,
  grouping strategies, and modifications of
  content, process and/or product.