Brain-Compatible Differentiated Instruction for English Language Learners

What is brain-compatible teaching?  It emphasizes teaching the way the brain learns naturally.  Brain-compatible teaching takes what we know about the structures and functions of the brain and uses it to create “brain-friendly” instructional strategies and assessment practices.  Brain-compatible teaching addresses multiple intelligences and learning styles.  Focus is placed on the student as an individual.  Lessons and assessments are structured in ways that allow every student to reach their full potential.  Students are encouraged to draw on their background knowledge, linguistic and cultural experiences, and use these tools as life-long learners.  When teaching and assessment practices reflect the myriad students in our classrooms today, success is inevitable.   Brain-Compatible Differentiated Instruction for English Language Learners is written for teachers looking for solid instructional practices that work well with mainstream as well as English Language Learners (ELLs.)  Drawing on the most current neuroscience research, the authors have give a theoretical overview of the twelve topics that contribute to successful brain-compatible teaching and learning and differentiating instruction for ELLs.  The book then examines differentiating instruction and how to use such strategies as anchor activities and structures and provides sample lessons of each.  Several examples are given to further illustrate aligning teaching with the standards.  The book includes five 1-day lesson plans and two 5-day lesson units of activities that demonstrate sustained teaching.  These are divided into topic areas and grade levels.   

Table of Contents:
Contents Preface ix Introduction How to Plan for Brain-Compatible Differentiated Instruction: Using the Lesson Plan Template 1 Section One Theoretical Overview 7 Brain-Compatible Teaching and Learning 8 Brain-Compatible Theories of Teaching and Learning 8 Gardner’s Theory of Multiple Intelligences 8 How to Identify the Intelligences of Students with Language and Culture Differences 10 Building on the Strengths of Multiple Intelligences While Working with English Language Learners 10 Learning Styles 11 Working with Nonspeakers of English and Beginners 14 Learning about Your Students through Observations 14 Differentiating Instruction 15 Differentiating Instruction and Anchor Activities 16 Differentiating Instruction with Kagan Structures 17 Tips for Planning Lessons for English Language Learners 18 Meeting The Needs of English Language Learners 19 Definition of English Language Learners 19 Stages of Second Language Acquisition 20 Strategies for Helping English Language Learners 20 Enhancing Literacy Skills for English Language Learners 21 vi Contents No Child Left Behind 22 ESL Standards for Pre-K—12 Students and English Language Proficiency Standards 22 TESOL Performance Indicators and How to Read Them 23 World-Class Instructional Design and Assessment (WIDA) 25 CAN DO Descriptors for WIDA’s Levels of English Language Proficiency 25 Second Language Acquisition Theory 25 Program Models of Instruction 27 The SIOP Model of Sheltered Instruction 28 Content-Based Instruction/Sheltered Instruction 28 Methods of Instruction 29 Cognitive Academic Language Learning Approach (CALLA) 29 Total Physical Response 30 Classroom Management 32 Seating Arrangements 33 Forming Groups 34 Centers 34 Bulletin Boards That Are Both Instructive and Constructive 35 Students’ Papers 35 Keeping Track of Homework Assignments–The IOU Book 35 Managing Large Classes 35 Daily Routines 36 Establishing Nonverbal Cues 36 Classroom Discipline 37 Section Two Planning for Brain-Compatible Differentiated Instruction: One-Day Lessons 41 Lesson 1: Visual Scaffolding through Content Science: The Solar System 42 Lesson 2: Dialogic Approach to Building Vocabulary in Content Social Studies: Economics and Interdependence 49 Contents vii Lesson 3: Building Comprehension Using Graphic Organizers– Content Science: Plant and Animal Cells 56 Lesson 4: Vocabulary Processing in Content Science: Using Interactive Notebooks to Learn about Microscopes 63 Lesson 5: Improving Literacy Instruction in Language Arts: Using a Directed Reading—Thinking Activity 70 Section Three Planning for Brain-Compatible Differentiated Instruction: Unit Lessons 77 Lesson 6: Creating Activities to Apply Content and Language Knowledge in Mathematics: Assessment 78 Lesson 7: Supporting The Acquisition of English Writing Competence: Writers’ Workshop 94 Appendixes 109 Appendix A: Sample Lesson Plan Template (English as a Second Language) 111 Appendix B: Brain-Compatible Planning Grid–One Day 113 Appendix C: Brain-Compatible Planning Grid–Five Days 115 Appendix D: Links for Multiple Intelligences Theory and Applications 117 Appendix E: Multiple Intelligences Activities Bank– Glossary of Terms and Strategies 119 Appendix F: Multiple Intelligences Activities Bank 121 Appendix G: Tips for Working with English Language Learners 123 Appendix H: Back to School Tips 125 viii Contents Appendix I: The CAN DO Descriptors for WIDA’s Levels of English Language Proficiency 129 Appendix J: Multiple Intelligences Survey: Grades 4—8 139 Appendix K: Multiple Intelligences Survey: Grades 9—Adult Learner 141 Appendix L: Study Guide Questions 143 Appendix M: Reproducible Activities 147 Index 189

About the Author :
Marjorie Hall Haley is professor of education in the graduate school of education at George Mason University in Fairfax, Virginia. She teaches doctoral and licensure courses in methodology and brain-compatible teaching and learning. She is the co-author of Content-Based Second Language Teaching and Learning: An Interactive Approach.