Changing the way you learn

CALLA

Explanation
1. Combining content instruction with academic language development while explicitly teaching learning strategies
2. Design Components
  1. Topics from major content subjects
  2. Development of academic language and literacy
  3. Explicit instruction of learning strategies
3. "human beings think, seek and construct knowledge, and enjoy learning, often through interaction with others."
Theories
1. Cognitive
  1. Declarative Memory
    1. Interconnected concepts and ideas
    2. Best retained when connected to background knowledge
  2. Procedural Memory
    1. what we know how to do
    2. Best retained through practicing skills that are goal oriented and meaningful.
Concepts
1. Cross-Curriculum Literacy: Content teachers use language development activities associated with content areas
2. Language Experience: what is said can be written down and what is written down can be read.
3. Balanced reading: phonics instruction plus authentic texts in both the fiction and nonfiction genres
4. Process writing: writing involves thinking, refelction, and multiple revisions
5. Cooperative Learning: Groups of students working together to complete a task.
6. Inquiry Approaches: Activities where students acquire knowledge through experiences
7. Standards-Based: Instruction based on national or state standards.
Content-Based Curriculum
1. Why
  1. Creates a knowledge base through authentic curriculum
  2. Teaches content procedures
  3. More motivating than teaching language skills in isolation
  4. Provides authentic context for learning and applying strategies.
2. Selecting
  1. Use content teachers as a resource.
  2. Use Content standards
  3. Utilize a variety of informational text.
  4. Include student interests and background
  5. Analyze curriculum
3. Teaching
  1. Identify content objectives
  2. Link to prior knowlege
  3. Promote learning through experiences, not facts
  4. Plan for multiple ways of learning
  5. Pre-teach key vocabulary
  6. Use higher order questioning
  7. Monitor student comprehension
  8. Teach students to self-monitor comprehension
  9. Use graphic organizers
  10. Teach strategies explicitly
Academic Language
1. Why is it hard?
  1. limited context
  2. Linked to Specific purposes
  3. Uses both lower and higher order thinking skills.
2. Why Teach it
  1. Students need to know how to use academic language.
  2. The classroom is the best place to learn it.
  3. Helps students meet teacher expectations
  4. Fosters thinking
  5. Facilitates learning strategy instruction.
3. How to Select it
  1. Observe a classroom
  2. Analyze a Text book
  3. Use content based authentic language tasks
  4. Seek student input and allow options
4. How to teach it
  1. Model academic language for students in and out of the classroom
  2. Have students identify academic language they need to learn.
  3. Make students aware of prior knowledge in L1 and L2
  4. give students practice in listening to content
  5. Have students practice speaking using academic language
  6. Have students use academic language in reading and writing
  7. Ask higher order questions
  8. Teach learning strategies

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CALLA

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	Created by Elise Pass about 8 years ago