CommunityED Project "Back to Basics" Feb 1, 2014

• 1. Welcome to The Community-ED Project #2Back to Basics Saturday, February 1st 2014

2. Agenda9:00-10:00 10:00-10:30 10:30-10:50 10:50-11:50 11:50-12:00Turning the Disability of EAL/ESL into a Gift Navigating the US University Application Process Short Break & Networking Unravelling the Mysteries of Learning Q&A 3. Turning the Disability of EAL/ESL into a Gift with Francesca McGeary, Co-Founder of IngeniousEd., Learning and Language Specialist 4. School Admission Criteria:We admit students of all nationalities, as long as they demonstrate that they will successfully cope with our academic program and who fall within the normal range of English abilities for their age level. 5. School Reasoning Sadly at this current time, we do not have the qualified staff to meet the needs of ELL students.We would love to be able to take non- English speaking students to our school, however, our standards are too high and they would struggle to meet them. We do not want to set them up for failure We have a long waiting list of other children who already meet our criteria and standards and we cant take them. 6. Al Hamdulillah!Eureka!Your child has been accepted into a school!Now what..? 7. Deficit ModelThey cant do.. They are not meeting expected levels. Classmates English language levelTheir English language level 8. The child may not fully express themselves in English but what else do they come with?Culture + Identity & Values i.e. strong and/or weak value for education, reading, writing, time-management, independence, respect for family and elders, etc. 9. The child may not fully express themselves in English but what else do they come with?Age appropriate thinking/ cognitive skills ability to understand concepts ability to absorb ideas intellectual capacity i.e. knowledge of concepts like habitat 10. The child may not fully express themselves in English but what else do they come with?Creativity + Imagination + Curiosity We must engage the student We must excite the student 11. Importance of Mother Tongue Development in ESL/EAL Acquisition Student A Boy in Year 7 Malaysian Strong mother tongue: Malay Schooled in Malay until Nov 2013 Can read and write in his MT to age appropriate level Newly arrived in Nov 2013 English Beginner Had 4 years of EFL in home country 40 mins x3 per weekHow fast can he improve? 12. Importance of Mother Tongue Development in ESL/EAL Acquisition Student A Improved nearly 2 academic reading and writing Grade-levels in one month intensive support 4 days weekly x1 hour per day Why? 13. Importance of Mother Tongue Development in ESL/EAL Acquisition Student B Boy in Grade 3 Strong Spanish mother tongue Schooled in Spanish until last year Had one year of ESL help Can read and write in his MT to his appropriate age levelHe improved 3 academic year levels in one year at his English medium school.Why? 14. Le Theoreme de Bernoulli Pliez le papier en deux . Rabattre un coin sur le pli central. Rabattre lautre coin sur le pli central. Pliez de nouveau le coin obtenu sur le pli central. Pliez lavion sur le pli central. Abassiez une des ailes de lavion a lhorizontal. Abaissiez Lautre aile de lavion a lhorizontal. 15. L.O. - The Bernoulli Principle Lesson Objectives: Gain awareness of the Bernoulli Principle. Relate the principle to the lift, one of four forces of flight. Utilize various thinking skills related to learning about science. Teaching Method: Group discussion, cooperative learning and interactive participation In 1738, a Swiss mathematician named Daniel Bernoulli studied the relationship between the pressure and velocity of a fluid. The Bernoulli principle states that the pressure of a fluid (in this case, air) decreases as its velocity increases. We can understand the principles of flight using Bernoullis Principle 16. Theoreme de Bernoulli Simple-level Vocabulary Paper Airplane Fold Turn ThrowDeeper-Level/Cognitive Distance Speed, Velocity Pressure Bernoullis Principle 17. How can we best teach this lesson? Thinking Question Visual Kinesthetic approach Experiment/hypothesis Research question/topic in MT Pre-teach important vocabulary prior to unit Translate important vocabulary into MT prior to unit 18. You can Facilitate Non-English Children to Learn Deep Concepts 19. Everybody is a genius. But if you judge a fish by its ability to climb a tree it will live its whole life believing that it is stupid. - Anonymous 20. Unravelling the Mysteries of Learning with Alison Schofield, Co-Founder IngeniousEd., Learning & Behaviour SpecialistIf I could share with you some of the most uncommonly known things about learning that could dramatically impact your view of learning, this would be it! 21. Mystery #1 Experiment: Self-Test: How good a cook are you? Do you have cooking dyslexia?What do we really know about acquiring new skills or behaviours?Rate yourself between 1-10 with a score of 1 being the lowest and 10 being the highest score. Is it likely that you have cooking dyslexia?We must truly understand the exact components of the skill/ task/ behaviour in order to be able to analyse it and assess it accurately. 22. Mystery #2 Experiment: With the people beside you: Imagine you are creating a new airline. You must come up with your airlines brand by giving it a name and a onesentence slogan. Be prepared to share it with us.What is the single-most valuable resource that will increase learning, engagement and enjoyment for learners?20 years of research supports the power of social interaction/collaborative learning on the deepness of learning and the absorption of concepts 23. Experiment: With the people beside you:Mystery #3 Why should we understand the idea of mastery?Discuss what mastery means in relation to skills/concepts. Discuss this with a person(s) sitting beside you. Think of real examples and scenarios.Understanding the concept of Instructional Levels will allow you to build bridges for learners in order to accelerate their levels. 24. Instructional Levels: We want to understand what the individual can currently do, independently Example- Reading 95-100% - Independent (Easy) 90-94% - Instructional (Just Right) 0 89% - Frustration (Too Difficult) 25. Experiment:Mystery #4As a whole group, look at the slides.How can we teach concepts as simply as possible?Discuss other similar ideas for any variety of topics.Often the learner already possesses some level of the skill you want them to display. Sometimes simply activating this is enough to get the concept across without teaching it. 26. Concept of Percent60 % or 60 100100 % or 100 = 1 100 27. Concept of Rounding QUESTION: How many cars do you think are in the parking lot at the Dubai Mall on a Thursday night?Round Numbers About 1,000Exact Numbers Exactly 20,0002,5002,217 28. Concept of Saying Large Numbers Millions8 3 Problem: Many children get confused with reading numbers over 1,000Thousands7,109837, 109, 328328 109 837,328 29. What else can you uncover?