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Preparing All Teachers for Linguistic Diversity: Results of a Title VII Professional Development Program. M. Cathrene Connery Craig A. Hughes Central Washington University NABE Annual Conference 2005 January 20, 2005. Background of Project.

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Preparing All Teachers for Linguistic Diversity: Results of a Title VII Professional Development Program

M. Cathrene Connery

Craig A. Hughes

Central Washington University

NABE Annual Conference 2005

January 20, 2005

background of project
Background of Project
  • State of Washington does not require any ELL focused coursework in order for teachers to become licensed.
  • Few students take coursework that is not required.
  • The majority of students who do take ELL focused coursework become “specialists,” (ESL, bilingual classroom teachers).
  • Few teachers have classrooms with no ELL students.
title vii grant funded project
Title VII Grant Funded Project
  • 5-year Training All Teachers grant
    • Development of a university program
    • One academic year program (4 quarters) starting in summer
      • Must be true academic program
      • Must have some form of official recognition
      • Must have connection to the participants’ “real world”
    • Fund 150 teachers as they proceed through program
teaching and linguistic diversity post baccalaureate certificate
Teaching and Linguistic Diversity Post-Baccalaureate Certificate
  • EDBL 514. Introduction to Linguistic Diversity in Education: provides mainstream classroom teachers the needed background theory to better the educational experience of linguistically diverse students.
    • Connections to “real world”
      • Professional presentation that could be used in training faculty at their schools;
      • Program review and development.
teaching and linguistic diversity post baccalaureate certificate1
Teaching and Linguistic Diversity Post-Baccalaureate Certificate
  • EDBL 530. Sheltering in Mainstream I: Methods : provides mainstream classroom teachers instruction and experience with sheltering techniques to better the educational experience of ESL students.
    • Connections to “real world”
      • Development and implementation of sheltered lessons;
      • Self-analysis of instruction using SIOP.
teaching and linguistic diversity post baccalaureate certificate2
Teaching and Linguistic Diversity Post-Baccalaureate Certificate
  • EDBL 531. Sheltering in Mainstream II: Assessment and Resources : provides mainstream classroom teachers instruction and practice with classroom-based assessment methodologies, paraprofessionals, and family and community involvement.
    • Connections to “real world”
      • Development and implementation of classroom-based assessment plan;
      • Development and implementation of action plan involving paraprofessionals, family, and/or community members.
teaching and linguistic diversity post baccalaureate certificate3
Teaching and Linguistic Diversity Post-Baccalaureate Certificate
  • EDBL 440. Reading English as a Second Language : provides mainstream classroom teachers instruction and practice with literacy strategies for K-12 students who are speakers of a language other than English.
    • Connections to “real world”
      • “Case-study” where they analyze students’ needs and then develop and implement appropriate instruction
anecdotal evidence of program success edbl 530 sheltering i
Anecdotal Evidence of Program Success EDBL 530: Sheltering I

Model

Lessons

SIOP Text

Practitioner Research Project

anecdotal evidence of program success edbl 530 sheltering i1
Anecdotal Evidence of Program Success EDBL 530: Sheltering I
  • Macro-Scaffolding: Curriculum & Lesson Design
    • Integration of Content Area Instruction & Language-Literacy Arts
    • SIOP Lesson Components:
      • Content & Language Objectives Listed
      • Integration of Academic Success Practices
      • Strategies Instruction
      • Connection between Home & School Literacies / FOA
      • Activation of BRK & Previous Learning
      • Grouping Strategies & Differentiated Learning
      • Vocabulary Development
      • Comprehensible Input Increased
      • Review Essential Information
anecdotal evidence of program success edbl 530 sheltering i2
Anecdotal Evidence of Program Success EDBL 530: Sheltering I
  • Micro-Scaffolding: Instructional Delivery
    • Need for Comprehensible Invite
    • Use of Context, Para-linguistic, & Linguistic Resources as Mediational Tools
    • Praise, Power Relations & the Gift of Confidence

“Having never taken an ELL course during college, I honestly never considered how my teaching and classroom management style affected the ELL students in my classroom before this class.”

anecdotal evidence of program success edbl 531 sheltering ii
Anecdotal Evidence of Program Success EDBL 531: Sheltering II
  • Assessment Tools:
    • Collection of Assessment Tools
    • Application of SLA Research to Everyday Interactions & Mandated Tests
      • Analysis of DIBELS Test Results
    • Authentic Instruments Designed for Bilingual & ELL Children
      • Context-Specific School Language Test
      • Writer’s Workshop Editing ELD Checklist
      • Content Area & Children’s Literature Assessments Integrating Computer Technology & the Multiple Intelligences
anecdotal evidence of program success edbl 531 sheltering ii1
Anecdotal Evidence of Program Success EDBL 531: Sheltering II
  • Para-Professional Plan:
    • Resource & Schedule Analysis
    • Year-long, Job Embedded Training
    • Integrated Systems with Volunteers
anecdotal evidence of program success edbl 531 sheltering ii2
Anecdotal Evidence of Program Success EDBL 531: Sheltering II
  • Parent & Community Outreach:
    • Parent Letters
    • Bilingual Binders of Community Resources
    • Bienvenidos a Nuestra Escuela Videos
    • Dual Immersion Program Development
    • Spanish – English Literature Grants
    • ELD Workshop for Districts & Schools
    • El Día de los Niňos/ Children’s Conference
statistical evidence of program success
Statistical Evidence of Program Success
  • Two measures are used to document participant development
    • Survey on Comfort in Teaching ELL Students 1
      • Likert-scale format.
      • Administered to the grant participants during the first class of the summer course.
      • Readministered at the conclusion of the final course of the program.
      • A simple t-test analysis is conducted to find statistical significance.
statistical evidence of program success1
Statistical Evidence of Program Success

No possibility of it being by chance alone!

statistical evidence of program success2
Statistical Evidence of Program Success
  • Two measures are used to document participant development
    • The second measure is the Sheltered Instruction Observation Protocol (SIOP) developed by Echevarria, Vogt & Short (2000).
    • A representative random selection from grant participants (random selections from each cohort)
    • Pre-observation takes place early in the school year, before formal instruction in Sheltered Instruction takes place.
    • Post-observation occurs towards the end of the program
    • Analyzed using a simple t-test.
statistical evidence of program success3
Statistical Evidence of Program Success

No possibility of it being by chance alone!

results
Results
  • The program has experienced tremendous success in preparing mainstream teachers for working with ELL students.
selected resources in the development and implementation of grant program
Selected Resources in the Development and Implementation of Grant Program
  • Baker, Colin (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon, UK: Multilingual Matters.
  • Carrasquillo, Angela L. & Rodriguez, Vivian (2002). Language minority students in the mainstream classroom (2nd ed.). Clevedon, UK: Multilingual Matters.
  • Chamot, Anna Uhl & O’Malley, J. Michael (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.
  • Crawford, James. (2004). Educating English learners: Language diversity in the classroom (5th ed.). Los Angeles: Bilingual Educational Services.
  • Echevarria, Jana, Vogt, MaryEllen, & short, Deborah J. (2004). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Boston: Pearson Education.
  • Faltis, Christian J. (2001). Joinfostering: Teaching and learning in multilingual classrooms (3rd ed.). Upper Saddle river, NJ: Prentice-Hall Inc.
  • Freeman, David E. & Freeman, Yvonne S. (2001). Between worlds: Access to second language acquisition (2nd ed.). Portsmouth, NH: Heinemann.
  • Krashen, Stephen D. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Heinemann.
  • O’Malley, J. Michael & Valdez Pierce, Lorraine (1996). Authentic assessment for English language learners. Reading, MA: Addison-Wesley.
  • Peregoy, Suzanne F. & Boyle, Owen F. (2005) Reading, writing and learning in ESL (4th ed.). Boston: Pearson Education.