1. 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 Program Shawn Ford and Veronica Ogata, Facilitators

2. Thursday, July 10, 2008 TopicMns. Greeting/ Schedule Overview/ Feedback Rating & Comments/ Collect Reflection10 Group Work: Homework Discussion15 Homework Reporting20 Differentiated Learning/ Instruction15 Break (snacks)10 Session Topic and Introduction – Maxim 3: Overview of Feedback10 Feedback Techniques10 Examples15 Reflection10 Break10 Application of Maxim 3: Feedback Group Work30 Sharing/ Discussion20 Wrap-up/ Feedback5

3. 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!

4. Topic: Helping ELL Students Access Content - Language Arts, Mathematics, Physical Sciences and Social Sciences - Primary, intermediate and secondary levels Goals 1. Develop attendee’s individual strategies, and 2. Develop a booklet of sample materials.

5. 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.

6. Group Roles Leader Responsible for keeping the group on task. Makes sure that all members of the group have an opportunity to participate and learn. Timekeeper Responsible for keeping time and making sure that the group finishes the task on time. Recorder Writes out results of group activities or important discussion points. Also prepares presentation materials for oral reports. Reporter Gives oral responses about the group’s activities or discussions.

7. Feedback from Wednesday

8. Feedback from Tuesday

9. 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.

10. 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?

11. 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.

12. Differentiated Instruction is based on the following beliefs:  Students differ in their learning profiles  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  "Covering information" takes a backseat to making meaning out of important ideas.

13. 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 information 2. Process: Multiple options for making sense of the ideas 3. Product: Multiple options for expressing what they know

14. Student Learning Styles Learning styles are simply different approaches or ways of learning. Visual Learners Auditory Learners Tactile/ Kinesthetic Learners

15. Multiple Intelligences Multiple Intelligences are seven different ways to demonstrate intellectual ability. Visual/ Spatial Verbal/ Linguistic Logical/ Mathematical Bodily/ Kinesthetic Musical/ Rhythmic Interpersonal Intrapersonal

16. 10 Minute BREAK

19. 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) process input

20. 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.

21. GROUP REPORT

23. 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

24. Examples of Feedback See extra handouts…

25. 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.

26. GROUP REPORT

27. 10 minute break

28. Current Workshop Maxims 1. 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)

29. 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) learning concepts skills cognitive social skills autonomous cognitive affective psychomotor

30. 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) process input

31. 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.

32. GROUP REPORT

33. 10 Minute BREAK

34. Group Work: APPLICATION OF MAXIM 1 Leader – Timekeeper – Recorder – Reporter

35. 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; 3 rd grade; pull-out learning situation

36. 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?

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

38. 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

39. 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.

40. 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?

41. 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!