Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National Science Foundation, DRL-0822343 and DRL- 0922153 Advisory Board Meeting 6 th Grade Implementation November 12, 2010
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Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National.
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Project MSSELLMiddle School Science for English Language Learners
Project MSSELLMiddle School Science for English Language
Learners
Funded by National Science Foundation, DRL-0822343 and DRL-0922153
Advisory Board Meeting6th Grade Implementation
November 12, 2010
Dr. Rafael Lara-Alecio, Principal Investigator
Dr. Beverly J. Irby, Principal Investigator
Dr. Fuhui Tong, Internal Evaluator
Dr. David Francis, External Evaluator
Dr. Linda Rodriguez, Aldine Area-Superintendent
Cindy Guerrero, M.Ed., Coordinator
Tracy Mansfield, M. Ed., Coordinator
• To implement a rigorous, two-year randomized trial longitudinal evaluation of enhanced instructional science models for middle school monolingual English and Spanish speaking students with the hypothesis being a research-based model for improved science achievement and academic English proficiency.
Objective
NSF Comments / Strengths:• Project team has formed and effective, enthusiastic
partnership across two colleges and a school district, all represented at visit
• Team has articulated important, testable hypotheses about the utility of focusing on language (both English and academic) to improve science content learning
• Team has refined and strengthened research design through consultation with evaluator
• Team expressed challenges associated with recruitment of control-condition student participants and should be commended for choosing a rigorous design to test their intervention hypotheses
• Learning gains on district benchmark science tests have demonstrated promising preliminary results from the intervention for both the non-ELL students and ELL students
Reverse Site Visit
• Challenges– district zoning– student electives resulting in scheduling
difficulties– science teachers also teaching social
studies – state mandated re-teaching and re-
testing– 85 minute science blocks on Tuesday, Wednesday, and Thursday
6th grade implementation
Level I
Teacher Professional Development
Level II
Student Instructional Intervention
Two Levels, Three Tiers
Tier I
District curriculum taught in all content
areas, except in science
Tier 2
Academic science intervention components
Tier 3
Tutorials for lowest achieving students
Level I:Teacher Professional
Development
• Systematic and structured training, monitoring, mentoring, feedback, and self-assessment through reflection via professional portfolio
• Bi-weekly staff development sessions:– English science vocabulary building and fluency– Oral and written academic science language
development– Integrated science content reading comprehension– Imbedded ESL strategies in science– Enhanced instruction for science teaching
• 5E Instructional Model• Questioning strategies
• Bi-weekly staff development for paraprofessionals
Level I
Teacher Professional Development
Level II
Student Instructional Intervention
Two Levels, Three Tiers
Tier I
District curriculum taught in all content
areas, except in science
Tier 2
Academic science intervention components
Tier 3
Tutorials for lowest achieving students
Level II:Student Instruction
• Tier I: District curriculum taught in all content areas, except science.
daily) using 5E Model of instruction (Bybee et al., 2006):– Engage: make connections between past and present
learning, focus students’ thinking– Explore: provides students with common base of
experience through manipulating materials or exploring environment
– Explain: students verbalize understandings, teachers introduce formal definitions, explanations for concepts
– Elaborate: students develop deeper and broader understandings by practicing skills or learning more information
– Evaluate: students and teachers evaluate understandings of concepts
Level II: Student Instructional
Intervention• Integrated curriculum components:
CRISELLAContent Area Reading In Science for
English Literacy and Language Acquisition
• Supporting science and reading skills with expository (informative) text:– Science vocabulary development and
extensions– Word reading instruction– Paired Science Reading– Using text from Scott Foresman Science
textbook, Internet, Science Journals/Magazines, and ScienceSaurus that directly align to 6th grade science TEKS (Texas Essential Knowledge and Skills, state guidelines)
WAVESWritten and Academic oral language Vocabulary development in English in
Science
• Individual science notebooks to help students process science content by: