Improving education for english learners research based approaches
This presentation is the property of its rightful owner.
Sponsored Links
1 / 30

Improving Education for English Learners: Research-Based Approaches PowerPoint PPT Presentation


  • 110 Views
  • Uploaded on
  • Presentation posted in: General

Improving Education for English Learners: Research-Based Approaches. English Learner and Support Services Professional Learning Series February 17, 2011.

Download Presentation

Improving Education for English Learners: Research-Based Approaches

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Improving education for english learners research based approaches

Improving Education for English Learners: Research-Based Approaches

English Learner and Support Services

Professional Learning Series

February 17, 2011


Improving education for english learners research based approaches

Chapter 5(pp. 251-321)Programs and Practices for Effective Sheltered Content Instructionby Jana Echevarría, CSU Long BeachDeborah Short, Center for Applied Linguistics


Improving education for english learners research based approaches

Based on a presentation by

Magdalena Ruz Gonzalez, LACOE

and

Lizette Diaz, SBCSS


Today s format

Today’s format

  • Pair discussions –graphic organizer with focus questions

  • Explore sections 1-5

  • Briefly touch on sections 6-8


What s on your mind

What’s on your mind?

Timed-Pair-Share

One and a half minutes each


Chapter 5 overview eight sections

Chapter 5 OverviewEight Sections

  • Rationale for focus on Sheltered Instruction Observation Protocol (SIOP) , pp. 251-252

  • Rationale and Components of SDAIE in providing ELs access to content subjects, pp. 253-262

  • Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264

  • Components and features of the SIOP model, pp. 264-271


Chapter 5 overview eight sections cont d

Chapter 5 OverviewEight Sections (cont’d)

5. Application of the SIOP model, pp. 272-276

6.SIOP Research Syntheses, pp. 276-286

7.Program Models, pp. 287-297

8. SIOP Professional Development, pp. 297-301


Section 1 rationale for focus on siop

Section 1Rationale for focus on SIOP

pp. 251 & 252

Partners A & B work together.

Why is SIOP

the focus of this chapter?


Section 2 rationale and components of sdaie

Section 2Rationale and Components of SDAIE…

pp. 254-255

Partners A & B work together again!

The authors offer a number of reasons for the difficulty ELs experience in school.

Which reason/s have you addressed at your site/district?

Which ones are priorities for you in the future?


Section 2 history of sheltered instruction p 256 figure 5 1

Section 2History of Sheltered Instructionp. 256 Figure 5.1


Improving education for english learners research based approaches

Section 2

The California Context

p. 257-258

“Unfortunately, the programs that offered bilingual and sheltered instruction for English learners tended to be generally inconsistent in design, quality, and effectiveness.”

1987 – law for bilingual education “sunseted”


Improving education for english learners research based approaches

Section 2

The California Context

p. 257-258

“The term SDAIE exists in the California Education Code as a legal construct, but the practices that are typically incorporated into SDAIE content classes have been based on theoretical models (Diaz-Rico and Weed 2006; Walqui, 2006). …no empirical research has shown that any particular model of SDAIE has a positive effect on student academic achievement.”


Improving education for english learners research based approaches

Section 2

The California Context

p. 257-258

  • 1998 – Proposition 227 passes, instituting structured English immersion (SEI) as the new term for a program type that was intended to give students access to the core curriculum.

  • SEI is not operationally defined.

  • Wide variety of program types


Improving education for english learners research based approaches

Section 2

The California Context

p. 257-258

  • Primary Language Instruction

  • 1990s: 29%

  • After 1998, <10%


Section 2 goals of content based eld and sheltered content instruction

Section 2Goals of Content-Based ELDand Sheltered Content Instruction

p. 259, Figure 5.1

Partner As work together.

Partner Bs work together

What are the differences between the two types of instruction?


Section 2 academic language proficiency pp 260 262

Section 2Academic Language Proficiencypp. 260-262

…the development of academic English is a complicated endeavor that involves more than simply additional vocabulary development and grammar practice.

p. 260


Improving education for english learners research based approaches

Interaction of

Language-Content-Task

p. 261

Figure 5.2


Section 3 pedagogical models of sheltered content instruction with a focus on siop pp 262 264

Section 3Pedagogical Models of Sheltered Content Instruction with a focus on SIOP pp. 262-264

CALLA (Cognitive Academic Language Learning Approach) was created in the mid 1980s, (Chamot and O’Malley 1987,1994)

  • Focused on explicit instruction in metacognitive, cognitive and social/affective strategies

  • No empirical evidence to determine its effect on student achievement.


Section 3 pedagogical models of sheltered content instruction with a focus on siop pp 262 2641

Section 3Pedagogical Models of Sheltered Content Instruction with a focus on SIOP pp. 262-264

SDAIE

“…while valuable these (SDAIE techniques & strategies) are not sufficient to ensure success with grade-level content for English Learners.” p. 264


Sections 4 5 the siop model pp 264 276

Sections 4 & 5The SIOP Modelpp. 264-276

Review p. 265-271

Table Talk

What makes SIOP an effective model of sheltered instruction?


Siop snowballs

SIOPSNOWBALLS!


Sections 4 5 the siop model

Sections 4 & 5The SIOP Model

pp. 272-276: SIOP in Action – two lessons: third grade & High School ESL Biology

pp. 314- 321: sample lesson plans, elementary, biology


Section 6 research syntheses pp 276 278

Section 6Research Synthesespp. 276-278

All of the highlights listed on these pages have been mentioned in previous chapters.


Section 6 siop model research pp 278 285

Section 6SIOP Model Researchpp. 278-285

Student Writing Assessment Study

Evaluation Research-Isaac School District in Phoenix, AZ

Quasi-Experimental Research-New Jersey

Experimental Research-funded by US Dept of Education for the National Center for Research an the Educational Achievement and Teaching of English Language Learners (CREATE)


Section 6 future research on sheltered instruction pp 285 286

Section 6Future Research on Sheltered Instructionpp. 285-286

Placement of ELs in sheltered courses

Instructional grouping configuration

Empirical research on other models of sheltered instruction

Most effective instructional features

Instruction for beginning speakers and underschooled students


Section 7 program models pp 287 289

Section 7Program Models pp. 287-289

  • Empirical evidence is not available to support whether EL students should be grouped homogeneously in sheltered courses or mixed with former ELs and EOs.


Section 7 program implementation should consider

Section 7Program implementation should consider:

  • Scheduling for students

    • Access to and completion of courses necessary to graduate from HS

    • Flexible pathways into regular curriculum

  • Explicit timeline and set of coursework that leads to graduation

  • Extend students’ time for learning

    • Extension of the school day, before, after, or summer.

  • Considerations for beginners

    • Additional time, primary language support, two years to cover a one year course

      pp. 287-289


Section 7 sheltered instruction programs pp 289 297

Section 7Sheltered Instruction Programspp. 289-297

CASE STUDIES

Lela Alston Elementary School, Phoenix, AZ

Hoover High School, San Diego, CA

Newcomer Programs: The International Academy-LEAP, St. Paul, Minnesota

General Education classes: Hill Classical Middle School, Long Beach, CA


Section 8 professional development pp 297 301

Section 8Professional Developmentpp. 297-301

Effective SIOP Professional Development includes:

PLC

Reflection on practices

Discussing the implementation

Coaching with knowledgeable trainers

Modeling of lessons

Refining lesson plans based on student assessment

Agreed upon strategies implemented school-wide


Conclusion

Conclusion

  • A to Z Review


  • Login