SDAIE Handbook:
Techniques, Strategies, and Suggestions for Teachers of LEP
and Former LEP Students
By John Gulack and Sandy Silverstein
"Students achieve (second-language acquisition) significantly better in programs that teach language through cognitively-complex content, taught through problem-solving, discovery-learning in highly- interactive classroom-content.....In the long term, students do less well in programs that focus on discrete units of language taught in a structured, sequenced curriculum with the learner treated as a passive recipient of knowledge." -- Virginia P. Collier
Introduction
This booklet is intended to assist the teachers of LEP and former LEP students. The information presented consists of background-information and teaching-strategies which hopefully will facilitate the transition from ELD/ESL and SDAIE/sheltered classes into regular classes. This transition can be eased by empowering the instructor with knowledge and foresight.
In addition to assisting the instructor of students new to the regular curriculum, we also believe that many of these strategies could be used with native English speakers who are experiencing difficulty in achieving in regular classes.
We are grateful to Dr. Jane McGraw and to the entire staff of the Teachers' Asian Studies Summer Institute for their illuminating and inspiring presentations. And, likewise, we are grateful to those teachers on both the Temple City High and Arcadia High staffs who responded to our questionnaires.
John Gulack
Sandy Silverstein
SDAIE
SDAIE classes are those classes containing LEP students, taught by teachers using special techniques and strategies designed to assist LEP students in both language-acquisition and subject-matter content. SDAIE stands for Specially-Designed Academic-Instruction in English.
To understand the purpose of SDAIE (often referred to as "sheltered instruction"), the umbrella is a useful metaphor. After LEP students enter United States schools, they encounter many unfamiliar elements. As an umbrella shelters pedestrians in a rain-storm, so SDAIE/sheltered classes offer LEP students some protection from the storm of concepts, contexts, and language, thus giving them the opportunity to progress academically as they acquire English language proficiency.
SDAIE/sheltered methodology, borrowed from ELD/ESL strategies, emphasizes the concept of comprehensible input - very simply, making concepts understood by the learner. This is accomplished through the use of:
· realia (real objects and materials)
· manipulatives (drawings, posters, brainstorming-clusters, graphs, tables, maps, props, multimedia presentations, storyboards, storymaps)
· visuals (study-prints, text book-illustrations, overhead-projected prints, reproductions of paintings, and documents)
· graphic organizers (matrices, Venn diagrams, and webs)
· planned opportunities for interaction between all individuals in the classroom (creating a skit and acting it out, co-operative learning, collaborative learning, and student-generated stories based on personal experiences)
Into, Through, and Beyond
Into
Before beginning a unit of material, ascertain what the student knows about the subject matter to be covered. This should be done in a non-graded, non-judgmental, non-threatening manner. After determining what the student knows, introduce the major concepts that will be covered.
Through
In addition to lecturing, the teacher contributes by utilizing realia, manipulatives, visuals, graphic organizers, and various modes of interaction between students. In addition to reading the text and listening to the teacher's lecture, the student takes responsibility for his learning by participating in group-work and sharing his understanding with others.
Beyond
In order to create further understanding, the student must go beyond rote memorization and demonstrate real-world application of the newly-learned information. This process requires "higher-level critical-thinking skills" which result in ideas generated by the student rather than ideas presented by the teacher or by the text.
Higher-Level Critical-Thinking Skills
Comprehension:
consequences, summary, explanation, graph, chart
Application:
demonstrate, predict, construct a model
Analysis:
compare/contrast, cause/effect, diagram, differentiate, draw conclusions, conjecture
Synthesis:
create, invent, formulate, redesign
Evaluation:
appraise, justify, interpret, arrange ideas in order of importance
Originality:
share unique ideas, give unusual responses
Fluency:
generate quality of ideas, offer many alternatives
Curiosity:
wonder why, follow a new direction
Flexibility:
change direction of thought, vary ideas
Imagination:
fantasize, feel intuitively, predict the future
Elaboration:
provide detail, expand ideas
Risk-taking:
be unconventional, speculate
Complexity:
seek alternatives, bring order from chaos
Reasoning:
inductive/deductive reasoning
Sequential:
explaining steps in a process, sequential description/reasoning
Multiple Intelligences
- Verbal/Linguistic - broadening vocabulary, text, lecture, audio tapes, journals
- Logical/Mathematical - charts, graphs, problem-solving, deductive reasoning, seeing patterns and relationships
- Visual/Spatial - graphic organizers, charts, graphs, paintings, form and construction, imagination, seeing oneself in different time-period
- Body/Kinesthetic - TPR (total physical response), drawing, dance, sports, learn by doing, hands-on, role-playing
- Musical/Rhythmic - recordings (both musical and spoken language), writing emotional response to music, singing, playing a musical instrument, video - dance and music
- Interpersonal - work and communicate with others, empathize with others, teamwork, listen to others, negotiate with others
- Intrapersonal - self-awareness, knowing one's own good and bad points, abilities and limitations, concentration, awareness, see oneself as others see him/her, see larger goals and work effectively to achieve them, awareness of spiritual realities that are beyond mundane realities, visionary
Group Work
Although some people claim that having mixed abilities at any given table is fair for all, we believe that similar abilities at any given table are far preferable. Homogeneous grouping by ability allows students to contribute somewhat equally and allows them to grow at a similar pace. This strategy likewise avoids the problem of the less-able students becoming frustrated at falling behind and the problem of the more-able students not being challenged by the others in the group. Below are some suggestions for making group work more productive:
· Co-operative Learning - sharing in a group
· Collaborative Learning - each person has a specific task to perform in a group-project:
- Researcher
- Recorder
- Artist
- Presenter
· Team-Building - create unity and camaraderie by creating:
- Team Logo
- Team Name
- Team Motto
- Team Handshake
- Team Colors
- Explanation (why above choices)
- Acting out/presenting to class
- Product: A large poster
Curriculum Concepts
The following curriculum concepts are part of our current educational vocabulary. For the purposes of clarification in regard to SDAIE, we have included both their definitions and philosophies.
Integrated Curriculum:
Integrated curriculum is teaching the relationship of two or more disciplines and often teaching them in a manner to demonstrate the relevancy of the learning to the students' lives. This approach often entails team-teaching in a shared room by two or more teachers in a span of two or more consecutive periods.
Hands-On:
The concept of "hands-on" may be taken literally or figuratively. In a literal sense, it refers to the many manipulatives, realia, and activities in which the ELD/ESL student physically engages. And, in a figurative sense, it refers to a practical activity of creation and presentation as contrasted to the passivity of a class consisting largely of lecture and reading.
Word-Bank:
A word-bank is a list of the key concepts in an article or selection of literature that the students read. Although the list may contain vocabulary with which the students may be unfamiliar, the main purpose of the list is to alert the students to the significant ideas and concepts in the reading.
Scaffolding:
"Scaffolding" is a metaphor which illustrates the process of accumulating knowledge. As scaffolding for workmen is carefully constructed in order to insure their safety, so are layers of knowledge gathered and stored to ensure a sound basis for continued learning. Scaffolding is different from sequencing, which is a timetable to cover a certain amount of chapters within a book in a specified and limited amount of time, often disregarding students who cannot maintain the pace.
Authentic Assessment:
Authentic Assessment is the practice of evaluating a student, not by basing the judgment on isolated skills, but rather by basing the judgment on a finished project or product which incorporates many skills to ensure its completion.
Heterogeneous Grouping:
This concept refers to programming students in classes by ability rather than by grade-level. Thus, students from several grade-levels can be placed in one class. This practice is preferred in the case of ELD and SDAIE classes.
Self-Directed Learner
Introspection is necessary if the student is to become a self-directed learner. The strategies below are helpful not only in developing the student's self-awareness but also in allowing him to communicate problems in learning to the teacher. This kind of communication spares the student the embarrassment of admitting in front of his peers that he does not understand:
· Self-Reflection (Reviewing the accomplishments)
o What did I learn?
o How do I evaluate my learning?
o What discoveries have I made?
· Self-Evaluation (Judging quality of work)
o How did I do?
o How have I improved?
o What is my grade?
o What are my strengths?
o What are my areas for growth?
· Self-Assessment (Reviewing the process)
o How do I learn?
o How am I growing?
o How am I functioning in the group?
o What is still unclear?
o What is getting easier?
· Goal-Setting (Identifying the direction)
o Where do I need to improve?
o What is my next step?
o How can I help myself?
o How can you help me?
Common Problems and Complaints Expressed by Teachers of LEP and Former LEP Students:
Suggestions and Solutions
1. When I play "devil's advocate" with the students in order to encourage them to debate
with me, they do not respond. Why?
Asian students have been taught that it is rude and disrespectful to challenge a teacher's ideas, especially in the classroom. Also, they may lack the sophistication to realize that you are playing an intellectual game with them. For the students, working in groups to achieve a consensus and then presenting it to the class is far more effective than face-to-face exchanges with the teacher.
2. When I ask the students if they understood the homework, they say nothing. If they don't understand something, why don't they ask questions?
Asian students have been taught to appear knowledgeable. To admit otherwise would bring shame to them. Also, they feel reluctant to assert themselves to an authority figure such as a teacher, especially if the assertion implies that the teacher did not adequately explain the homework-assignment. In groups and on butcher-paper, have the students list what they know and what is still unclear.
3. Nothing that I attempt with a student proves effective. What is the procedure for having him tested for Special Education?
One should not assume that lack of student-progress automatically indicates a learning handicap. The student may need assistance in gathering information. If the information is presented exclusively by verbal means (teacher and/or textbook explanation), the student may need manipulatives in order to organize the information into units that he can understand.
4. The student does not have adequate writing-skills. I want him to re-enter the ELD/ESL program. What is the procedure?
Students recently reclassified from LEP to FEP (exited from the ELD program) may need assistance in the writing-process. To expect them to write well immediately after gathering information may be intimidating to them. Be sure that you have given students sufficient time in the prewriting stage of the process. For this stage, useful activities may include brainstorming, clustering, organizing information (graphically or otherwise), and deciding what to include in the first draft.
5. The student writes well but he has nothing to say, yet we discussed the literature in class. Why doesn't he comprehend what I said?
As stated in the answer to question three, the student may need assistance in gathering information by means other than verbal communication.
6. The student does well on grammar tests but his writing still suffers. Why is this?
ELD/ESL students often perform well on tests that isolate specific skills, yet the knowledge often does not carry over into the writing. Try to incorporate the grammar lessons into the writing process so that the student can apply directly the knowledge that he has learned.
7. I require the students to memorize extensive vocabulary lists and I test them on the meanings, yet the students never use the words in their writings. Why is this?
Vocabulary that does not have a direct relationship with student-generated writing-assignments very likely will not be used. The use of a thesaurus during student-writing will aid the language-learner significantly in developing vocabulary.
8. Last year, the student earned an "A" in my Algebra 1 class, yet this year he is receiving a "D" in Geometry. Why is this?
In Algebra, the student can do well by knowing the digits 0-9 plus a letter (usually "x") standing for the unknown. But, in Geometry, extensive verbal skills are needed. Allow the student to use his dictionary or translator.
9. When I tell students to edit their work, I see no improvement. Why?
Admonishing the student without providing specific study and thinking strategies is often ineffective. As mentioned before, utilizing manipulatives and the writing-process is often effective.
10. I require each student to stand up in front of the class and to deliver a speech, yet many of the students refuse to do so. Why are they so defiant?
Students are often reluctant to assert themselves in public, especially if they fear that their language-skills will cause them ridicule from classmates. Have the students present as a team of three or four and allow them to utilize posters and other manipulatives that they have created.
11. Although my students have adequate language and cognitive skills, they often appear passive and uninterested when I present a lesson for the first time. Why is this?
Often when a teacher presents a lesson concerning a Eurocentric concept, the student is either unable to relate to the concept or to apply the learning to his life-experience. Before beginning a unit, try to relate the forthcoming knowledge to his life by utilizing the "into, through, and beyond" approach.
12. How do I get my students to stop saying they understand when, in fact, they are just being polite?
As stated in the answer to question two, the student is not likely to give an honest answer if it implies that the teacher did not adequately explain the assignment. Have students write personal journal- notes about areas still unclear to them, and ask them to make written promises to themselves about how they can improve. Assure the student of the confidentiality of these writings.