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Free Webinar for California Educators: Collaborating for Success
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Transcript of Free Webinar for California Educators: Collaborating for Success
Indispensable Tools for Today’s ELL Professionals
Welcome! We’ll begin in just a few
minutes.
Everyone is mutedupon arrival.
If you have questions, use the
chat box.
We will be sharing the slides and
recordingafter the event.
Collaborating with Classroom Teachers
Diane Staehr Fenner: President, DSF ConsultingJordan Meranus: Ellevation CEO
2
TODAY’S OBJECTIVE
Help all participants develop strategies and practical steps for working closely with classroom teachers to improve instruction for English Learners, in particular as Common Core State Standards and CA’s new ELD standards are implemented.
3
AGENDA
I. Introduction
II. Context
III. The Changing Role of the ELL Educator
IV. Strategies for Collaboration
V. Practice: 2 Case Studies
VI. Tool for Planning
ELLEVATION
Ellevation is the only software company exclusively focused on ELL educators and the English Learners they serve.
THE ELLEVATION PLATFORM
• Individualized Learning Plans aligned to state, Common Core, and new ELD standards
• Dashboard of student data helps group students for instruction
Instruction
Collaboration• Collaborative goal setting and progress monitoring• Communication tools for ELL and classroom teachers
Productivity• ELL Data Collection and Demographics• Required letters to families in 25+ languages
6
NATIONAL REACH
200+ School Districts: 26 States
Includes Napa, Mendota, Inglewood, South San Francisco, Fowler and more
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DIANE STAEHR FENNER
• Former ELL teacher; now President of DSF Consulting
• PD and Technical assistance to districts, states, and others
• Deep focus on CCSS and ELLs• Popular blog on CCSS for Colorín
Colorado website
8
QUICK POLL
1. I meet consistently with classroom teachers/EL Specialists to co-
plan lessons and discuss strategies for ELLs.
Please “vote” for the statement below that best describes you and your role, in particular as CCSS are being rolled out.
3. I rarely meet with classroom teachers/EL Specialists to co-plan
lessons and discuss strategies for ELLs.
2. I occasionally meet with classroom teachers/EL Specialists to
co-plan lessons and discuss strategies for ELLs.
9
AGENDA
I. Introduction
II. Context
III. The Changing Role of the ELL Educator
IV. Strategies for Collaboration
V. Practice: 2 Case Studies
VI. Tool for Planning
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II. CONTEXT
Common Core
Standards
Implementation of New
Assessments
New ELD Standards
Today, there are multiple new initiatives at play that are too often treated as distinct and separate.
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II. CONTEXT
New Assessment
s
New ELD Standards
Common Core
Standards
To ensure the best possible instruction, the pieces need to fit together in a more coherent way.
This requires significant cooperation among educators in a school.
12
AGENDA
I. Introduction
II. Context
III. The Changing Role of the ELL Educator
IV. Strategies for Collaboration
V. Practice: 2 Case Studies
VI. Tool for Planning
13
FRAMING QUESTIONS
I. What role are ELL educators/specialists playing at
the district or classroom level in the
implementation of CCSS?
II. How can districts better leverage the expertise and
experiences of ELL educators to plan and roll out
CCSS?
14
III. THE CHANGING ROLE OF THE ELL EDUCATOR
Varying RolesGreater recognition for
expertise and use of skills.
Uneven role in leadership
Greater input on programmatic/instructional decisions with ELLs in mind
Language instruction in
isolation
Deliberate, focused collaboration with content
teachers
Current Preferred
Note: Adapted from TESOL International Association (2013). Implementing the Common Core State Standards for English Learners.
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III. CHANGING ROLE: A VISION
Varying RolesELL Educator as expert, consultant and advocate
Current Preferred
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III. CHANGING ROLES OF ELL EDUCATOR
Levels
District
Classroom
School
Needs
A comprehensive effort to ensure materials, PD, and more take the needs of ELLs into consideration.
Strategies to ensure that all educators understand best practices with ELLs.
Deliberate collaboration.
Strategies
Equity Audit
Evaluation of CCSS instructional strategies for ELLs
Talking Points; Modeling
17
AGENDA
I. Introduction
II. Context
III. The Changing Role of the ELL Educator
IV. Strategies for Collaboration
V. Practice: 2 Case Studies
VI. Tool for Planning
18
IV. STRATEGIES
An Equity Audit enables educators to look holistically at a school and district and assess whether steps are being taken to prepare educators to meet the needs of ELLs during the transition to CCSS.
1. Equity Audit
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IV. STRATEGIES: EQUITY AUDIT
Consideration Questions to Ask: To What Degree…
Instructional materials
Are CCSS instructional materials/curricula appropriate for ELLs?
Professional development
Does PD prepare all teachers for shifts of the CCSS for ELLs?
CommunicationDo ELL educators and classroom teachers spend time communicating about the needs of ELLs?
PlanningDo ELL educators have input into how language instruction is delivered in classrooms with ELLs?
Tool created by DSF Consulting.
20
IV. STRATEGIES
ELL educators and district leaders need to ensure that all teachers understand the needs of ELLs and how ELLs learn CCSS-based content best.
2. CCSS for ELLs: Lesson Planning Review
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IV. STRATEGIES: LESSON PLAN REVIEW FOR ELLS
Criterion/CCSS ELA Shift
Questions to Discuss
Alignment• Is there clear alignment between the lessons, tasks,
CCSS & effective ELD practice? • Is there an ELD focus integrated into instruction?
Regular practice with complex text and its academic language
• Is academic language instruction woven throughout the lessons?
• Are there clear strategies to support ELL engagement and participation?
Reading, writing and speaking grounded in
evidence from text
• Are text-dependent questions used that are scaffolded for ELLs?
• Are the four domains (speaking, listening, reading & writing) integrated throughout instruction?
Building knowledge through content-rich
nonfiction
• Is an appropriate amount of background knowledge concisely taught for ELLs?
• Is native language support provided for ELLs who need it?
Tool created by DSF Consulting.
22
IV. STRATEGIES
A talking point is a succinct statement designed to persuade or inform and a good tool for preparing for conversations. A set of talking points will facilitate easier interaction and engagement with content teachers.
3. Talking Points
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IV. STRATEGIES: TALKING POINTS
CCSS ELA Shift How Can I Help You/I Can Help You:
Regular practice with complex text and its academic language
…analyze the academic language of the text you’re using and provide scaffolding for ELLs at different levels of English proficiency so they can access it.
Regular practice with complex text and its academic language
...integrate the four domains into instruction and write text-dependent questions that are scaffolded for ELLs.
Building knowledge through content-rich nonfiction
…determine an appropriate amount of concise background knowledge to teach ELLs so they are better positioned to access informational text.
Tool created by DSF Consulting.
24
IV. STRATEGIES
Modeling is a way to show or demonstrate instructional strategies for ELLs in the classroom setting instead of describing them.
4. Modeling
25
IV. STRATEGIES: ELL EDUCATORS MODELING
Meet with the content teacher
prior to plan (review lesson
plan)
Choose one or two strategies to
model
Have content teacher note
what worked well and what did not
Observe ELLs as they take part in co-
taught lessons
Note which ELLs respond best to which strategies
Debrief
1
2
3
4
5
6
26
AGENDA
I. Introduction
II. Context
III. The Changing Role of the ELL Educator
IV. Strategies for Collaboration
V. Practice: 2 Case Studies
VI. Tool for Planning
27
IV. CASE STUDY #1: MARILYN
The Facts
1. 6th Grade Teacher; 10 years at the school; senior member of a 6 person ELL team
2. School and district leadership are requiring greater collaboration and less pull-out
3. Works most closely with 2nd students and 5th grade students
Marilyn’s MissionSignificantly increase collaboration with 4 different classroom teachers and take steps to begin planning lessons together.
Challenges
1. Has a close professional relationship with only 1 of the 4 classroom teachers
2. In 2 classrooms is asked to work separately with ELLs
3. In one classroom has had to play a central role as the teacher has been out
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IV. CASE STUDY #1: APPLYING STRATEGIES
1
Conduct the Equity AuditConsideration Questions to Ask: To What Degree…
Instructional materials
Are CCSS instructional materials/curricula appropriate for ELLs?
Professional development
Does PD prepare all teachers for shifts of the CCSS for ELLs?
CommunicationDo ELL educators and classroom teachers spend time communicating about the needs of ELLs?
PlanningDo ELL educators have input into how language instruction is delivered in classrooms with ELLs?
Rating
?
?
1
1
Conduct the Equity Audit (1-3 Rating)
Conclusion: Focus on communication and planning.
29
IV. CASE STUDY #1: APPLYING STRATEGIES
2 Develop Talking Points: Some Examples
I. Communication. When can we sit down to review
strategies specific for ELLs? The implementation of new standards requires a much greater emphasis on academic language now than ever before, and I can help with language scaffolds.II. Planning. When can I join you for content planning
time? Meeting together will help me understand your plans and gain context for offering ideas for ELLs.
30
IV. CASE STUDY #2: MARIA
The Facts
1. Jack is a 9th grade teacher with 5 yrs experience.
2. Jack teaches Social Studies in a mid-sized district and is preparing to teach a unit on the structure of government.
3. Maria is an ELL Specialist.
Maria’s MissionWork collaboratively with Jack to plan for the upcoming
lesson.
Challenges
1. Recently, many ELLs are having difficulty keeping up with instruction.
2. Jack and Maria look at data and see that many of his ELLs have had significant education interruptions.
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IV. JACK’S LESSON PLAN
Objective: SWBAT define government and describe the the basic powers the US government has.
Do now: Think about your daily life – list 5 things the government provides for you.
Vocabulary: Government, Democracy, State, Public Body
Recall: The US Government is broken up into three branches – describe what each branch does and who/what makes up the Branch: Executive/Legislative/Judicial
The Purpose of Government“We the People of the of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, ….” – Preamble to the Constitution.
According to the Preamble, name three things that the Government is responsible for (in your own words). 1.2.3.
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IV. CASE STUDY #2: APPLYING STRATEGIES
Criterion/CCSS ELA
ShiftQuestions to Discuss
Alignment• Is there clear alignment between the lessons, tasks,
CCSS & effective ELD practice? • Is there an ELD focus integrated into instruction?
Complex text and its
academic language
• Is academic language instruction woven into the lessons?
• Are there clear strategies to support ELL engagement and participation?
Reading, writing and speaking
grounded…
• Are text-dependent questions used & scaffolded for ELLs?
• Are the four domains (speaking, listening, reading & writing) integrated throughout instruction?
Building knowledge
• Is an appropriate amount of background knowledge concisely taught for ELLs?
• Is native language support provided for ELLs who need it?
✔
✔
✔
Where to Focus
1 Review Lesson Plan (Identify areas for Focus)
✔
33
IV. CASE STUDY #2: APPLYING STRATEGIES
Objective Objective (with Language)
SWBAT describe the basic powers every government holds and define the purpose of government.
SWBAT describe the basic powers every government holds in writing and define the purpose of government orally and in writing with scaffolding.
Do Now Do Now (Supporting EL Engagement)
Think about your daily life – list at least 5 things the government provides for you.
For ELLs: Think about your daily life either in the US or in your home country. First discuss with a partner and then list at least 5 things the government provides for you. You may write in first language or in English.
Jack’s Lesson Maria’s Suggestion
34
IV. CASE STUDY #2: APPLYING STRATEGIES
Recall with a graphic organizer & word bank
Name of Branch What each DoesWho/What Makes
up the Branch
Executive
Legislative
Judicial
Add concise background knowledge
The United States Constitution is a document that describes the supreme or top law of the United States.
The Preamble to the United States Constitution is an introduction of the Constitution’s purposes and principles. It describes what the writers of the Constitution hoped the Constitution would achieve or do.
Add’l Suggest
ions
from
Maria
35
IV. CASE STUDY #2: APPLYING STRATEGIES
2 Modeling Plan
Maria and Jack meet to finalize the
additions to the lesson plan
Maria and Jack identify 2 strategies that Maria can model (bullet a short plan)
Jack notes what worked well and
what did not
Observe students as Maria models the Do Now and implements
Graphic Organizer
Jack notes which ELLs respond best to
which strategies
Debrief & plan for future collaboration
1
2
3
4
5
6
36
AGENDA
I. Introduction
II. Context
III. The Changing Role of the ELL Educator
IV. Strategies for Collaboration
V. Practice: 2 Case Studies
VI. Tool for Planning
37
IV. STRATEGIES RECAP
Strategy Steps to Be Taken
Collaborators
Resources Needed
Equity Audit
Review Lesson Plan
Talking Points
Modeling
38
CONTACT INFORMATION
www.DSFConsulting.net
Twitter: @DStaehrFennerFacebook: dsfconsultingfirm
Email [email protected]
www.ellevationeducation.com
Twitter: @EllevationEd
Email: [email protected]
Book: Advocating for English Learners.