EA Summer Training Workshop: Helping ELL Students Access Content July 8, 9, & 10, 2008 – 2:30 to 5:30 p.m. Kapi‘olani Community College Teacher Preparation.

EA Summer Training Workshop:Helping ELL Students Access Content

July 8, 9, & 10, 2008 – 2:30 to 5:30 p.m.

Kapi‘olani Community CollegeTeacher Preparation Program

Shawn Ford and Veronica Ogata, Facilitators

Thursday, July 10, 2008Topic Mns.Greeting/ Schedule Overview/Feedback Rating & Comments/Collect Reflection 10Group Work: Homework Discussion 15Homework Reporting 20Differentiated Learning/ Instruction 15Break (snacks) 10Session Topic and Introduction –Maxim 3: Overview of Feedback 10Feedback Techniques 10Examples 15Reflection 10Break 10Application of Maxim 3: FeedbackGroup Work 30Sharing/ Discussion 20Wrap-up/ Feedback 5

WELCOME!

EA in ESL Teacher Training Summer Workshops

Sponsors: Teacher Preparation Program at KCC, funded in

part by a federal Perkins grant

Audience: Workshops prepared for in-service EAs who

work with NEP and LEP students in the DOE

Purpose: Provide EAs with additional training, and

Provide EAs with knowledge and strategies to

facilitate and accelerate the language

development of their ESL students

We hope you enjoy our program and

find it useful for your teaching situations!

Topic: Helping ELL Students Access Content

- Language Arts, Mathematics, Physical Sciences and

Social Sciences

- Primary, intermediate and secondary levels

Goals1. Develop attendee’s individual strategies, and

2. Develop a booklet of sample materials.

During the workshop, please remember to…

1. Actively participate and be open to new ideas.

2. Complete all group, reflection, and “homework”

tasks.

3. Stay on task so we can complete the material

in each session on time.

Group Roles

LeaderResponsible for keeping the group on task. Makes sure that all members of the group have an opportunity to participate and learn.

TimekeeperResponsible for keeping time and making sure that the group finishes the task on time.

RecorderWrites out results of group activities or important discussion points. Also prepares presentation materials for oral reports.

ReporterGives oral responses about the group’s activities or discussions.

Feedback from WednesdayEA Workshop Summer 08 - Session 2

1 2 3 4 5

Background

Presentations

Materials

Scaffolding

Group work

Facilities

Likely

Rate

Category

Feedback

Rating

Feedback from Tuesday

more time to work w/ grouptime flowed betterfood is excellent – much cooler than yesterday. Overall great day of learning.better discussion than day 1 :-)Very knowledgeable topic. More examples please.I am learning a lot!In depth lecture on scaffolding is very clear now. On schedule. Food excellent. Thank you.Facilities hot. Snack was awesome. What's for tomorrow?Facilities cooler than yesterday. Food is excellent! Class was great, good participation in groups – on schedule today – perfect! Good scaffolding techniques – will use in class. :-)Thanks for the snacks!I really appreciate this. Thanks!I really enjoyed today's session. Scaffolding is so much more clear to me.Presentations: I like how the information is presented. Materials: Thank you! For the handouts. Activity: Very challenging! Group: Our group needs more time! This is our deficiency!Thank you for the wonderful refreshments! Today's presentation was clearer and more informative. Do you have any of your sample lessons for each grade level? Could you address the balance between inclusion and pull-out for implementation?The explanations & examples were better & clearer. I think I can do better on my homework assignment. The food was delicious!

1. more time to work w/ group

2. time flowed better

3. food is excellent – much cooler than yesterday. Overall great day of learning.

4. better discussion than day 1 :-)

5. Very knowledgeable topic. More examples please.

6. I am learning a lot!

7. In depth lecture on scaffolding is very clear now. On schedule. Food excellent. Thank you.

8. Facilities hot. Snack was awesome. What's for tomorrow?

9. Facilities cooler than yesterday. Food is excellent! Class was great, good participation in groups – on schedule today – perfect! Good scaffolding techniques – wil l use in class.

10. Thanks for the snacks!

11. I really appreciate this. Thanks!

12. I really enjoyed today's session. Scaffolding is so much more clear to me.

13. Presentations: I like how the information is presented. Materials: Thank you! For the handouts. Activity: Very challenging! Group: Our group needs more time! This is our deficiency!

14. Thank you for the wonderful refreshments! Today's presentation was clearer and more informative. Do you have any of your sample lessons for each grade level? Could you address the balance between inclusion and pull-out for implementation?

15. The explanations & examples were better & clearer. I think I can do better on my homework assignment. The food was delicious!

Group Work: Discussion of Content Selection Homework

In groups at your tables, take 10 minutes to share your homework with your group-mates. Discuss your reasons for choosing your content and your answers to the three reflection questions. After you have talked with each other about your materials, choose one member at your table to give a brief 3-minute report about her/his materials.

For this activity you’ll need a leader, a timekeeper, a recorder, and a reporter.

GROUP REPORT

• Materials• Context• What different types of scaffolding would you provide to help your students access the content of the passage• What specific content is necessary to understand the passage?• What language needs will your students have?

Differentiated Instruction

To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

Differentiated Instruction is based on the following beliefs:

ｷｷ Students differ in their learning profilesｷｷ Classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a "one-size-fits-all" curriculum and treated as passive recipients of information ｷｷ "Covering information" takes a backseat to making meaning out of important ideas.

The key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

Curriculum should be differentiated in three areas:

1. Content: Multiple options for taking in information2. Process: Multiple options for making sense of the ideas3. Product: Multiple options for expressing what they know

Student Learning Styles

Learning styles are simply different approaches or ways of learning.

Visual LearnersAuditory LearnersTactile/ Kinesthetic Learners

Multiple Intelligences

Multiple Intelligences are seven different ways to demonstrate intellectual ability.

Visual/ SpatialVerbal/ LinguisticLogical/ MathematicalBodily/ KinestheticMusical/ RhythmicInterpersonalIntrapersonal

10 Minute BREAK

Workshop Maxim 3

A range of feedback strategies is necessary to help develop our

NEP and LEP students’ understanding and output to more closely

resemble the input and academic expectations.

Feedback is a process whereby some proportion of the output of a

learner is commented on in some manner and passed (fed back) to

the learner in order to modify the output or inform the input.

Students learn better when they can find out, as soon as possible,

whether or not they are understanding a new topic or performing a

new skill correctly. This means that a teacher should let each

student know, individually, on a frequent basis, which areas of

study he is doing well on, and which areas he needs to work harder

on. Different types of feedback can be either positive or negative

and include correction, confirmation, explanation, elaboration, and

diagnosis. (explanation adapted from Wikipedia)

Group Activity:

Reflection on Feedback

Working with the group at your table,

take 5 minutes to discuss ways that

you provide feedback to your

students.

GROUP REPORT

Positive: agreeing or confirming

Negative: corrective or non-confirming

Explicit: clear and intentional understanding

Implicit: not expressed but still understood

1 – Positive and Explicit: confirming, agreeing,

diagnosis

2 – Positive and Implicit: continuing the

conversation or dialog, elaboration

3 – Negative and Explicit: direct correction,

explanation, diagnosis

4 – Negative and Implicit: recasting, elaboration,

ignoring, removing

Examples of Feedback

See extra handouts…

Group Activity: Revisit Feedback

Working with the group at your table, take 5 minutes to discuss any feedback techniques that you would like to begin using with your students, or discuss ways that you would alter your current feedback techniques.

GROUP REPORT

10 minute break

Current Workshop Maxims1. Our ELL Students need access to the same grade-level content

as their native-English peers.

In general, content-based instruction seeks to develop the

students’ English language proficiency by incorporating information

from the subject areas that students are likely to study or from

courses they may have missed is they are fairly new to the school.

Whatever subject matter is included, for effective content-based

instruction to occur, teachers need to provide practice in academic

skills and tasks common to mainstream classes. (explanation from

The SIOP Model textbook)

2. A range of scaffolding strategies is necessary to help our NEP

and LEP students access the content.

Scaffolding is the provision of sufficient supports to promote

learning when concepts and skills are being first introduced to

students. These supports may include: language resources, a

warm-up or background-building task, templates or guides, and

specific guidance on the development of cognitive and social skills.

These supports are gradually removed as students develop

autonomous learning strategies, thus promoting their own cognitive,

affective and psychomotor learning skills and knowledge. Teachers

help the students master a task or a concept by providing support.

(explanation adapted from Wikipedia)

3. A range of feedback strategies is necessary to help develop our

NEP and LEP students’ understanding and output to more closely

resemble the input and academic expectations.

Feedback is a process whereby some proportion of the output of a

learner is commented on in some manner and passed (fed back) to

the learner in order to modify the output or inform the input.

Students learn better when they can find out, as soon as possible,

whether or not they are understanding a new topic or performing a

new skill correctly. This means that a teacher should let each

student know, individually, on a frequent basis, which areas of

study he is doing well on, and which areas he needs to work harder

on. Different types of feedback can be either positive or negative

and include correction, confirmation, explanation, elaboration, and

diagnosis. (explanation adapted from Wikipedia)

Group Activity: Revisit Responsibilities

Working with the group at your table, take 5 minutes to add to your list of specific

instructor responsibilities within the language development process.

GROUP REPORT

10 Minute BREAK

Group Work:APPLICATION OF MAXIM 1

Leader – Timekeeper – Recorder – Reporter

Main Group Activity: Application of Maxim 1- Appropriate Content

Working with the group at your table, assess the appropriateness of the following passages for content knowledge and language development.

Choose one passage and discuss what you would do to help your students understand the passage.

Determine specific content necessary to understand the passage. Predict language needs that your students will have.

Context: NEP students; 3rd grade; pull-out learning situation

1. What specific strategies would you use to help your students understand the passage?

2. What specific content is necessary to understand the passage?

3. What language needs will your students have?

Report:

3 groups will now share with us the lesson plan that they created, based on their chosen context and teaching approach.

Shawn’s Report:I would choose passage 2 for its academic, grade-level focus.

1. I would simplify the reading, provide background knowledge on the Kalahari, provide pictures or images, provide important vocabulary, read the passage for the student…

2. Wild African animals, desert environment, survival/ hunting

3. Reading (decoding), vocabulary, grammar, pronunciation

Wrap-up and Homework

As a follow-up activity, find an appropriate

passage that you would use to help develop

your students’ content knowledge and

language.

Make a copy of the passage, provide the

context, and answer the following questions.

Bring the passage and this sheet on

Wednesday to submit when you sign in.

Reflection:

Please take 5 minutes to write down your thoughts...

• What are your thoughts about this approach to

language development?

• What are your thoughts about scaffolding for your

students?

• What will you adapt or adopt for use in your own

teaching situation?

Please write your reflection on another piece of paper

as a formal reflection on today’s workshop. Include any

other thoughts and comments. Bring it on Wednesday

to drop off when you sign in.

Also, please take 5 minutes to complete today’s

workshop feedback form, which is located in your folder.

Please leave it on your tables when you are finished.

Thank you!