TABS Presentation - K Giszack
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Katherine Giszack ESL Instructor & Allison Rainville Freelance Editor/Consultant A Case Study in Collaboration
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Katherine Giszack's Powerpoint presentation to TABS conference on FUMA's ESL Program.
Transcript of TABS Presentation - K Giszack
Katherine Giszack ESL Instructor
& Allison Rainville
Freelance Editor/Consultant
A Case Study in Collaboration
FUMA’S First International Graduate
Cadet Ah Fong Yeung Circa 1904
Our Process
Pre-Workshop
Workshop
Follow-up
School Climate: Taking FUMA’s Temperature
Step 1
Needs Assessment
Survey Pre-Workshop
Pre-workshop Survey
• 1. Successes: Most effective strategies
• 2. Assets: Benefits of ESL students
• 3. Differentiated Instruction: Information
• 4. Challenges: Areas for growth
• 5. Support Requested: Workshop Topics
Pre-Workshop Survey Results 19 Participants; 94 Responses
62%
8%
30% Positive Feedback
Questions
Concerns
Step 2
Immediate
Feedback/
Interaction
Workshop
Workshop
• Bulgarian lesson with follow-up questions • BICS vs. CALP – social language vs. academic
language • TESOL’s Levels of Language Proficiency • Reasonable expectations for students at the
various proficiency levels • How to evaluate classroom language • How to modify classroom language • FAQ about academic language • A note about academic honesty
Step 3
Follow-up Survey Post-Workshop
Post-Workshop Survey Ranked 1-5 5 = highest
• The information was helpful for me.
• I already knew most of the information.
• I gained at least one idea or strategy.
• I have questions/concerns about the presentation.
Questions/Comments
Follow-up Survey Results
Agree Strongly
Agree Somewhat
Neutral Disagree Somewhat
Disagree Strongly
Helpful Information
11
10
2
2
0
Familiar Information
4
12
3
6
0
Strategy Gained
12
7
2
4
0
Questions/ Concerns
0
0
7
1
11
Follow-up Survey Results 25 Participants; 103 Responses
63% 15%
22% Positive Feedback
Questions
Concerns
BEFORE 19 Participants 94 Responses
62%
8%
30%
63%
15%
22%
AFTER 25 Participants 103 Responses
Communication
Administrators
Teachers
ESL Department
Parents ESL
Students
Evidence of Growth Administrators Teachers Students/Parents
Formalized
placement testing of ESL students.
Equipped faculty via
professional development.
Increased
communication among teachers.
Created
new dialogue between middle
and upper school.
Improved
willingness to participate in ESL.
Requested additional
services and classes.
Recycling: Recursive Learning in Action
Support
Communication
Performance
Assessment
Students
Moving Forward
Future Implications/Dialogue
Thank you for coming!
Questions/Comments?
Katherine Giszack – [email protected]
Allison Rainville – [email protected]
