Local District 4

The Inter-Relationship of
the Work
Dale W. Vigil, Ed.D.
Interim Superintendent

October 20th , 2010

 Local District 4
•Purpose of the Inter-Relationship
of the Work
•Principals’ recommendation to
prioritize English Learners.
•Share Inter-Relationship of the
Work
•Begin reflecting on building
student voice through Meta-
Cognition, listening, speaking,
writing and project-based learning.
•Outcome of Session
Pupose:

To begin to examine how Meta-

Cognition, listening, speaking, writing ,
and project-based learning can build
voice in the English Learners in Local
District 4 and at each school site to
assist them to develop academic
language and achieve academically.
 Local District 4
Focus
Principals’ Focus Group
Principals’ Recommendation:

English Learner
 Local District 4
Focus
GOAL # 4
By June, 2014, all English Learners (ELs) will use academic
language development strategies, skills and techniques to
guide their learning as measured by 75% of all ELs moving
at least one CELDT level per year in Local District 4 and at
each school site.
Goal # 1 Meta Cognition: Developing thinking strategies,
skills & techniques to guide student learning
Goal # 3 Using Writing, Speaking & Project Based Learning
Goal # 5 Building teacher knowledge & skills, using rigorous
content & student engagement as evidenced by increased
project-based learning, student speaking and writing
 Local District 4
Focus
English Learner:
Local District 4
Focus

Meta
Cognition
Local District 4
Focus
Listening

Meta
Cognition

Reading
 Local District 4
Focus

Meta
Writing Speaking
Cognition
 Local District 4
Focus
Listening

Meta
Writing Speaking
Cognition

Reading
 Local District 4
Focus
Listening

Meta
Writing Speaking
Cognition

Reading

Project Based Learning

 “Listening”
“Listening is primarily a
thinking process – thinking
about meaning.”
Listening is like reading – it’s
about comprehension instead
of production.
The listener is a “meaning
builder” – listening is not just
about sound discrimination.
Gibbo
 “Listening”
Two-Way (Taking part in)
•A recess conversation about •A nutrition break
the rules for a game conversation about an
•Learning how to use the free upcoming assignment
lunch system •Learning how to use the
•Planning for a holiday microscopes in science

Academic
assembly •Planning for a group
Social

presentation

•Other students talking about •Teacher explaining math

their weekend fun problem
•School announcements over •Directions from the teacher
the PA system for writing a narrative
•Schedule for bus pickups at account
the end of the day •Student-led small group
social studies presentation

One-Way (Listening to) Gibbon

 Listening and
Speaking
are as important as
reading and writing
 Speaking and
• A group talkVoice
should require, not
simply encourage talk.
• …the degree of facility of second
language learning in a classroom
depends largely on how classroom
discourse is constructed.
• It is better for teachers to amplify
rather than simplify the language.

Gibbons
 Speaking and
Voice
• Interaction is at the heart of the learning
process.
• Second language acquisition studies suggests
that interaction is a significant factor in
language development.
• Vygotskian theory…views dialogue as
constructing the resources for thinking.
Students need to stimulate “thinking aloud”.

Gibbons
 Voice and
Content
“The learning of school subject matter and work skills
involves building intricate networks of concept relations,
structuring and restructuring understandings,
connecting them to other understandings, and practicing
multiple skills in multiple environments.” August/Hakuta
(1998)
 Student
Voice
We need to hear
voice in oral
discourse where it
is the carrier of
thought through
the higher levels
of Bloom’s
taxonomy.
Student
Voice
Build Dialogical Voice where
student discourse is
social/cultural/political. This
voice is often heard in
Socratic dialogues where the
student point of view is of
equal value to that of the
adult in the room.
 Academic
Language
Development
While thinking meta-
cognitively, utilize
explicit and intentional
strategies of listening,
speaking, reading and
writing while we teach
our content area.
 Academic
Language
Development
• Don’t dumb down the
standards, curriculum,
and instruction.

• Scaffold it up!
 Academic
Language
Development
Meta-Cognition:
Speaking

Think Reflect Wonder

Listening Speaking
Understand Create Question
Process
Writing AnalyzeReading
Revise
Challenge Evaluate
 Local District 4
Focus
Listening

Meta
Writing Speaking
Cognition

Reading

Project Based Learning

Outcome:

To have begun to examine how Meta-

Cognition, listening, speaking, writing
can build voice in the English Learners
in Local District 4 and at each school
site to assist them to develop academic
language and achieve academically.
 Local District
4
Onward!
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