CREATIVE WAYS TO TEACH ELLs AND TRAIN TEACHERS -- BASED ON EVIDENCE
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1 CREATIVE WAYS TO TEACH ELLs AND TRAIN TEACHERS -- BASED ON EVIDENCE Margarita Calderón Professor Emerita/Senior Research Scientist Johns Hopkins University Margarita Calderón Ph.D.
2 QUICK OVERVIEW OF 3 STUDIES ON Features of quality Instruction Professional development Whole-school structures across Sheltered English Immersion (SEI) and Bilingual Programs (TBA, DL, TWB) 2
3 Results From the Five-year Studies: IES comparison study of K-4 th dual language (DL), transitional bilingual (TB), and sheltered English instruction/structured English immersion (SEI). Carnegie Corporation of New York study in 6 th - 12 th general education teachers, ESL, SEI, SIFE, and bilingual teachers. 3
4 Features of Success for ELs: Whole School Commitment 1. Language, literacy and content 2. Cooperative learning/interaction 3. Differentiated Tutoring (RTI) 4. Whole-school structures & effective leadership 5. Professional development for everyone 6. Teacher support: Coaching & TLCs 7. Parent/family support teams 8. Benchmark assessments and monitoring of implementation 4
5 1. Language, Literacy, Content Comprehensive approach to teaching academic vocabulary, reading and writing for all content areas. 50% in Spanish and 50% in English for bilingual classrooms. In SEI, teachers apply language & literacy strategies to teach ESL, language arts, science, social studies, and math. 5
6 All Content, ESL, Bilingual Teachers: words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words Writing words words words words words words words words words Language words words Conventions, words words words words words words words words words words words words words words words words words Functions, words words words words words words words words Genre words & words words words words words words words words Form & words words words words words words words words words words words words Skills words words words words words words words Discourse words words words words words words words words words words words words words words words words words Reading words words words words words words words words words words words words words words words words Comprehension words words words words words words words words words words words words words words words words words words words words words words words words Strategies words words words & words words words words words words words words words words words words words words words words words Skills words words words words words words words words words words words words words words words words words words words words words words words words 6
7 NOW: STUDENTS FALLING THROUGH THE GAPS WITHOUT QUALITY INSTRUCTION 80 90% TIER 1 WHEN GENERAL EDUCATION TEACHERS DO NOT PROVIDE QUALITY INSTRUCTION FOR ELs AND ALL STUDENTS THEY FALL THROUGH THE GAPS % 5-10% Tier 2 EL STRATEGIC INTERVENTIONS TIER 3 SPED GAPS IN INSTRUCTION GAPS IN INSTRUCTION DROP OUTS 7
8 2. Cooperative Learning/Interaction Accelerates learning 21 st century skill development Students need ample time for practicing their new language with peers. Partner reading by alternating sentences or paragraphs, followed by summarizing what they read. Team or partner writing activities motivate students to write and edit their writing. 8
9 3. Differentiated Tutoring Tutoring for intensive interventions in Spanish and English (RTI TIER 2 & 3). Differentiated tutoring. Highly trained tutors. Computer-based tutoring, also. Assessments to determine when to stop tutoring or add different focus. 9
10 4. Whole-School Structures Whole-school implementation of instruction All teachers and administrators attend professional development and follow-up for all components Coordinated quality instruction within and across grade levels Buy-in to more than a one year effort 10
11 5. Professional Development Three to five initial days of PD where teachers and tutors receive PD specific to needs of teachers: K 2; 3 5; 6 8; and 9 12 grade cohorts. PD in English for SEI. PD in Spanish for bilingual classrooms. Refresher workshops throughout the year as needed. Demonstrations in classrooms. 11
12 6.1 Teacher Support Coaches, site administrators also participate in the training and in their own training components. Annual conference for all participating schools to share successes, more indepth learning, and where schools come together to learn from each other. 12
13 Professional Development Loop Teacher Self-Efficacy Peer-Coaching and Expert Coaching Teacher Declarative Knowledge On-site Modeling Expert Coaching Evident Student Gains and Teachers Conditional knowledge Teacher Application Teacher Practice Peer-Coaching And Expert Coaching Teachers Procedural knowledge Teacher Practice and Expert Coaching 13
14 6.2 Coaching Teachers Differentiated coaching observation protocols for kindergarten, 1 st -2 nd and 3 rd 4 th grades since the purpose of reading, language development, writing is different across these grade levels. Principal walk-throughs with the same instruments. Teachers Learning Communities. 14
15 Teachers Training Teachers in TLCs 15
16 Math lesson on computer template 16
17 Training on Lesson Development 17
18 7. Parent/Family Nurturing Family/Parent Component with professional development workshops and materials for parents to use at home. School-parent collaboration on school attendance. Services for children and families. 18
19 8.1 Benchmark Assessments Assessments for every grade level. Performance assessments every 6 weeks. To move students to higher levels. To provide more intensive interventions. End-of-the-year assessments to determine individual student gains. 19
20 8.2 Implementation Assessment Trainers conduct 3 or more implementation visits to observe each classroom, give teachers feedback and set goals and recommendations for the next visit. End-of-the-year data reports on all classrooms focusing on teacher and student outcomes. End-of-the-year data reports on effectiveness of school structures, administrative support, tutoring, family support, attendance, and next steps. 20
21 Teacher Support Technology For data on teacher and student performance; For planning and refining lessons; For coaches to give feedback For principal walk-throughs and specific feedback For peer coaching For classroom research For measuring teaching and impact on students 21
22 Step 3: Access Reports on Secure Website 22
23 Features of Success for ELs: 1. Language, literacy and content 2. Cooperative learning/interaction 3. Differentiated Tutoring (RTI) 4. Whole-school structures & effective leadership 5. Professional development for everyone 6. Teacher support: Coaching & TLCs 7. Parent/family support teams 8. Benchmark assessments and monitoring of implementation 23
24 ExC-ELL and RIGOR Professional Development Institutes: 3 to 5 days of initial PD + more 5 to 10 or 20 days of coaching, modeling in classrooms, helping teachers with lessons PD for principals & coaches Assist with implementation 24
25 THANK YOU!!! Wishing you great success in your endeavors!
26 SOME REFERENCES: Calderón M.E. & Minaya-Rowe, L. (2011). Preventing Long-Term English Language Learners: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin Press. Calderón, M.E., Slavin, R.E. & M. Sánchez. (2011). Effective instruction for English Language Learners. In M. Tienda & R. Haskins (Eds.). The future of immigrant Children. Washington, DC: Brookings Institute/Princeton University. Calderón, M. (2011). Teaching Reading to English language learners in K-5 th Grades. The Solution Tree Press. 26
27 : Calderón, M. (May 2009). The importance of integrating language, literacy and knowledge for English language learners. Texas Elementary Principals and Supervisors Association, 22 (3) 4-5, 10. Calderón, M. E., (2007). Teaching reading to English language learners, Grades 6-12: A framework for improving achievement in the content areas. Thousand Oaks, CA: Corwin Press. Calderón, M. E. (2007). RIGOR! Reading Instructional Goals for Older Readers: Reading Program for 6 th 12 th Students with Interrupted Formal Education. New York: Benchmark Education Co. 27
28 Slavin, R. E., Madden, N., Calderón, M., Chamberlain, A. & M. Hennessy (2009). Fifth-Year Reading and Language Outcomes of a Randomized Evaluation Of Transitional Bilingual Education: Report to IES. Washington, DC: Institute for Education Sciences, U.S. Department of Education. Calderón, M. E. (2009). Professional development for teachers of English language learners and striving readers. In L. Mandel-Morrow, R. Rueda & D. Lapp, (Eds.) Handbook of Literacy and Research on Literacy Instruction: Issues of Diversity, Policy and Equity. Gilford Press. 28
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