English Language Learners Modifications Needs Assessment Presenter Yanira Alfonso, EDS ESOL Teacher Hopkins Elementary.
Post on 17-Jan-2016
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English Language Learners Modifications Needs Assessment
Presenter
Yanira Alfonso, EDS
ESOL Teacher
Hopkins Elementary
I. Problem Statement
What assistance do classroom teachers need
to enable them to modify instruction more
effectively for their English Language
Learners?
Review of Literature
• consisted of research done to investigate
effective teaching strategies for English
Language Learners, because classroom
modifications for English Language
Learners should be made based on sound
research if they are to be effective.
Methodology
• Teacher Questionnaire
• Surveys
• School Staff Roster
• School’s Report Card
• School’s SASI
Computer Data
ESOL Modification Needs Assessment
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
College Courses
ESOL Endorsement Courses
Staff Development Hours
Workshops
Grade Level Training
One on One Mentoring
Other
None
What type of ESOL modification training would you still like to receive?
What ESOL modification training have you had in the past that you feel has been valuable to yourteaching English Language Learners?
Question 3
• Will the assistance vary depending on work
experience?
0
2
4
6
8
10
12
14
16
18
20
Do notneed helpmodifyinginstruction
for ELLstudents
Need helpmodifyinginstruction
for ELLstudents
Experienced Teachers 4+ Years
Have more than 3 yrs.Teaching ELLstudents
Have 3 years or lessteaching ELL students
Hypothesis
• Teachers with experience and training
teaching ELLs will need less assistance
modifying instruction for ELLs than
teachers with less experience and less
training.
Conclusion
• Experience AND training were key determining factors for teachers desiring more training modifying for ELLs.
• ELL modification training is more important to the success of teaching ELLs than teaching experience alone.
Conclusion (cont’d) – Practical Implications
• Teachers with training teaching ELLs should be hired for teaching ELLs, over teachers with teaching experience but with no ELL training.
• ELL modification training should be made a priority for ELLs’ success.
Suggestion for Further Research
• Use research data BEFORE implementing any training .– for training to reflect teachers’ needs
• Anonymity is valued.– include anonymous survey
Thank you for listening!
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