We know that some children learn one way and some learn another, but ALL children need ample opportunities to practice – whatever the skill may be. Our goal is to have all VPK children become proficient learners. To do that, VPK teachers, especially teachers of English language learners, need to implement the very best instructional practice possible.
Teachers need to follow an explicit instructional model – that is; they need to tell the children what they want them to learn, model the skill (many, many times), practice with children (many, many, many times), assess their learning through formal or informal measures, then reteach if necessary. The goal is to see the children USING the skill. Here is a simple version of what an explicit instruction model should look like:
- Teacher tells the children what they will be learning.
- Teacher models the skill.
- Teacher models and leaves a portion for the children to fill in key words.
- Teacher takes on a lesser role leaving larger portions for the children to fill in.
- Teacher/children take turns; teacher is providing a structure, or scaffolding.
- Children practice on their own; teacher provides support.
- Children are observed using the skill independently.
In this next clip, Dr. Argüelles talks more about scaffolding through a lesson on the concept “first, next, last.”
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Lesson Plan Demonstrating Scaffolding
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As a director, you will want to revisit this information over and over with your teachers so they can incorporate these instructional strategies into their own teaching practice. If we want our English language learners to be successful, we MUST do some explicit teaching “in the moment” and in small groups as well.
