1 / 30

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.

claude
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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

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

  3. Based on a presentation by Magdalena Ruz Gonzalez, LACOE and Lizette Diaz, SBCSS

  4. Today’s format • Pair discussions –graphic organizer with focus questions • Explore sections 1-5 • Briefly touch on sections 6-8

  5. What’s on your mind? Timed-Pair-Share One and a half minutes each

  6. 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

  7. 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

  8. Section 1Rationale for focus on SIOP pp. 251 & 252 Partners A & B work together. Why is SIOP the focus of this chapter?

  9. 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?

  10. Section 2History of Sheltered Instructionp. 256 Figure 5.1

  11. 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”

  12. 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.”

  13. 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

  14. Section 2 The California Context p. 257-258 • Primary Language Instruction • 1990s: 29% • After 1998, <10%

  15. 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?

  16. 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

  17. Interaction of Language-Content-Task p. 261 Figure 5.2

  18. 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.

  19. 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

  20. Sections 4 & 5The SIOP Modelpp. 264-276 Review p. 265-271 Table Talk What makes SIOP an effective model of sheltered instruction?

  21. SIOPSNOWBALLS!

  22. 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

  23. Section 6Research Synthesespp. 276-278 All of the highlights listed on these pages have been mentioned in previous chapters.

  24. 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)

  25. 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

  26. 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.

  27. 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

  28. 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

  29. 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

  30. Conclusion • A to Z Review

More Related