1
00:00:00,000 --> 00:00:10,000
[MUSIC]

2
00:00:19,310 --> 00:00:24,009
Not long ago, some teachers asked me
to explain to them what I thought

3
00:00:24,009 --> 00:00:26,207
sheltered instruction meant.

4
00:00:26,207 --> 00:00:29,872
Simply stated, sheltered
instruction is a teaching method.

5
00:00:29,872 --> 00:00:34,706
It employs a wide variety of strategies
that the teacher uses to modify their

6
00:00:34,706 --> 00:00:39,085
instruction so that students can
negotiate the value of the lesson,

7
00:00:39,085 --> 00:00:41,300
the language, and the concepts.

8
00:00:41,300 --> 00:00:46,881
The best way to teach a language in
school is to provide meaningful context.

9
00:00:46,881 --> 00:00:49,569
And the simplest way to provide meaningful

10
00:00:49,569 --> 00:00:52,410
context in schools is
to embed it in content.

11
00:00:53,630 --> 00:00:56,888
English speaking teachers that
teach math and science and

12
00:00:56,888 --> 00:01:00,480
social studies are employed in
this process, because simply,

13
00:01:00,480 --> 00:01:04,417
they are the best resources that we
have to teach meaningful content.

14
00:01:04,417 --> 00:01:08,454
After that explanation, teachers often
tell me they believe sheltered instruction

15
00:01:08,454 --> 00:01:10,590
then is just good teaching.

16
00:01:10,590 --> 00:01:13,080
And I won't argue that it's good teaching,
but

17
00:01:13,080 --> 00:01:15,338
it goes well beyond that particular realm.

18
00:01:15,338 --> 00:01:18,448
Teachers must understand
the application of language,

19
00:01:18,448 --> 00:01:22,205
the acquisition of language,
the stages of language development,

20
00:01:22,205 --> 00:01:26,370
what influences productivity,
what influences negative productivity.

21
00:01:27,530 --> 00:01:32,633
Teachers must also understand how cultural
influence student behaviors and outcomes.

22
00:01:32,633 --> 00:01:37,376
Sheltered instruction lesson planning
revolves around four cornerstones,

23
00:01:37,376 --> 00:01:42,630
hands on activities, guarded vocabulary,
visual clues and cooperative learning.

24
00:01:44,040 --> 00:01:48,042
But beyond that, I must also consider
some linguistic expectations.

25
00:01:48,042 --> 00:01:51,706
I must make sure that listening and
speaking skills always precede reading and

26
00:01:51,706 --> 00:01:52,549
writing skills.

27
00:01:53,570 --> 00:01:56,884
That I don't depend too often
on first language components

28
00:01:56,884 --> 00:02:01,072
called concurrent translation,
I must guard against that kind of thing.

29
00:02:01,072 --> 00:02:05,304
And maybe the most important element is to
understand where my students are relative

30
00:02:05,304 --> 00:02:07,310
to their language development.

31
00:02:07,310 --> 00:02:09,786
What level are they actually on?

32
00:02:09,786 --> 00:02:13,524
I need to make sure my students
are actively participating,

33
00:02:13,524 --> 00:02:18,340
part of my task is to make sure I
get language out, not language in.

34
00:02:18,340 --> 00:02:23,182
Which means that when I pose questions,
I must be prepared to scaffold those

35
00:02:23,182 --> 00:02:27,583
questions so that all language
learners can actively participate.

36
00:02:27,583 --> 00:02:31,891
Inevitably, every component of the lesson
needs to be carefully considered and

37
00:02:31,891 --> 00:02:32,470
planned.

38
00:02:33,790 --> 00:02:38,565
To sum up, sheltered instruction is
a teaching method that uses a variety of

39
00:02:38,565 --> 00:02:41,712
applications that surround
four cornerstones.

40
00:02:41,712 --> 00:02:44,419
The purpose is to provide
meaningful context so

41
00:02:44,419 --> 00:02:48,830
students can negotiate the language and
learn the content.

42
00:02:48,830 --> 00:02:52,358
While at the same time promoting
active participation so

43
00:02:52,358 --> 00:02:56,925
that students provide language, or
language out, and not language in.

44
00:02:56,925 --> 00:03:04,894
[MUSIC]