slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Research-based strategies for teaching LEP students with disabilities in standards- based instruction PowerPoint Presentation
Download Presentation
Research-based strategies for teaching LEP students with disabilities in standards- based instruction

Loading in 2 Seconds...

play fullscreen
1 / 28

Research-based strategies for teaching LEP students with disabilities in standards- based instruction - PowerPoint PPT Presentation


  • 558 Views
  • Uploaded on

Research-based strategies for teaching LEP students with disabilities in standards- based instruction. Kristin Kline Liu National Center on Educational Outcomes (NCEO) http://education.umn.edu/NCEO/.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Research-based strategies for teaching LEP students with disabilities in standards- based instruction' - diza


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
slide1

Research-based strategies for teaching LEP students with disabilities in standards- based instruction

Kristin Kline Liu

National Center on Educational Outcomes (NCEO)

http://education.umn.edu/NCEO/

slide2

OUR RESEARCH QUESTIONWhat instructional strategies do teachers recommend for delivering grade-level, standards-based instruction to ESL students with disabilities?

staying warm in minnesota
Weighting

85

100

100

Strategy

Wear a hat

Dress in layers

Wear good boots

Staying Warm in Minnesota
slide5
Gersten,R., Baker, S., & Marks, S. (1998). Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice. ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.
our definition of a strategy
Our definition of a strategy

"A purposeful activity to engage learners in acquiring new behaviors or knowledge. To be useful for our purposes, an instructional strategy should have clearly defined steps or a clear description of what the teacher does”.

research subjects
Research Subjects
  • Draft instrument: 5 schools, 30 educators
  • Frozen instrument: app. 8 schools, 42 educators
  • Total: 72 educators, 13+ schools
top recommendations
Top recommendations

Reading

1.Teaching pre-, during- and post-reading strategies

  • Fluency building (high frequency words)
  • Direct teaching of vocabulary through listening, seeing, reading and writing in short time segments

Math

  • Tactile, concrete activities
  • Problem solving instruction and task analysis strategies
  • Daily re-looping of previously learned material

Science

  • Hands-on, active participation
  • Use visuals
  • Use pictures to demonstrate steps
specific strategies reading all participants
Specific StrategiesReading—All participants
  • Teaching pre-, during-, and post- reading strategies
  • Fluency building (high frequency words)
  • Directly teach vocabulary through listening, seeing, reading and writing in short time segments
specific strategies reading special educators
Specific StrategiesReading– Special Educators

1. Teaching pre-, during- and post-reading strategies

2. Fluency building (high frequency words)

3. Chunking and questioning aloud (reading mastery)

specific strategies math all participants
Specific strategiesMath – All participants
  • Tactile, concrete experiences of math
  • Daily re-looping of previously learned material
  • Problem solving instruction and task analysis strategies
specific strategies math special educators
Specific StrategiesMath – Special Educators
  • Tactile, concrete experiences of math
  • Problem solving instruction and task analysis strategies
  • Daily re-looping of previously learned material
specific strategies science all participants
Specific strategiesScience—All participants
  • Hands-on, active participation
  • Using visuals
  • Using pre-reading strategies in content areas
specific strategies science special educators
Specific strategiesScience– Special educators
  • Hands-on, active participation
  • Using visuals
  • Use pictures to demonstrate steps
some well known strategies mentioned but not rated in top 3
Reading – All

Think Aloud (82.8)

KWL (79.5)

Cooperative Learning (71.7)

Curriculum-Based Probe (65.7)

Math – All

Curriculum-based probe (71.6)

Reciprocal peer tutoring (74.6)

Teacher think aloud (87.4)

Model-lead-test (MLT) (80.1)

Student think aloud (86.6)

Some well known strategies mentioned but not rated in top 3
some well known strategies mentioned but not rated in top 322
Some well known strategies mentioned but not rated in top 3

Science - All

  • Cooperative learning (86.4)
  • KWL chart (83.8)
  • Peer tutoring (80.34)
  • Venn diagrams (80.2)
  • Curriculum Based Probe (63.5)
observations
Observations
  • High stress year for schools
  • Relationships between special education and ESL/Bilingual departments affected participation
  • Timing affected special educator participation
  • Teachers had a hard time thinking about a child who was both an ELL and had a disability unless they had taught one who had an identified disability.
  • Setting in which educators teach appears to affect their responses (e.g., self contained class vs. pull out)
conclusions
Conclusions
  • Not all teachers have the same understanding of what a strategy is. Could be topic for staff development.
  • As a group, teachers tended to be neutral or positive about all strategies. Individually, they were often negative about some.
  • Use of the native language did not frequently come up – teachers may not see it as a strategy
conclusions28
Conclusions
  • Not a lot of variation in the top three strategies chosen in a content area across types of teachers.
  • Teachers tended to weight what they used highly
  • Curriculum-Based probes or Curriculum Based Measurement seemed to have the widest variability in weighting