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Serving English Language Learners In a STEM World Wednesday, May 21, 2014 1:00 – 2:15 pm Dr. Rossana Boyd, Director, Bilingual/ESL Certification Program.

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Presentation on theme: "Serving English Language Learners In a STEM World Wednesday, May 21, 2014 1:00 – 2:15 pm Dr. Rossana Boyd, Director, Bilingual/ESL Certification Program."— Presentation transcript:

1 Serving English Language Learners In a STEM World Wednesday, May 21, :00 – 2:15 pm Dr. Rossana Boyd, Director, Bilingual/ESL Certification Program Teacher Education & Administration, College of Education, UNT Feyi Obamehinti, ESL/Migrant Education, Region 10 Education Service Center Cindy Watson and Carron Collier, Master Teachers with Shelby Grissett, Biology Teacher, Lewisville ISD Corrin Retzer, Physics Preservice Teacher

2 Agenda Introduction Project Nexus Overview TNT’s Pre-Written Lessons for Step 1—a 3 year rotation Inquiry and ELL—meeting the needs of ELL students through the SIOP model Questions?

3 PROJECT NEXUS A Title III National Professional Development Program Funded by The Office of English Language Acquisition of the U. S. Department of Education at $985,000 for five years for the Bilingual/ESL Teacher Certification Programs of the Teacher Education and Administration Department at the University of North Texas May 1, 2012 to April 30,

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5 Region 10 in Project Nexus Provider of Professional Development Second Language Acquisition Academic Language of Math/Science Techniques for planning SIOP lessons Incorporating ELPS, lesson planning and unit design. Alternative assessment Lesson modeling Instructional coaching 5

6 Region 10 in Project Nexus About Us.. Region 10 is one of 20 regional service centers established by the Texas State Legislature in 1967 for the purpose of providing services to the school districts within a defined geographic region. Regional service centers are non- regulatory. Within our boundaries are 80 ISDs, 44 charter schools and approximately 1202 campuses. 6

7 RegionStudents 41,119, , , , , , , , , , , , , , , , , , , ,391

8 Region 10 in Project Nexus Bilingual/ESL Cooperative District participation in the cooperative requires an annual membership. Membership provides access to services and support. Bilingual services and support. ESL services and support Migrant services and support Compliance and state required activities and trainings 8

9 Region 10 in Project Nexus Cooperative Membership Annual Service Offerings District/Campus Offerings Other Offerings Regional/Cluster Offerings Web-Based Offerings 9

10 Region 10 in Project Nexus Consultations Program implementation Program evaluation State mandated audit reviews Compliance on identification, placement and progress monitoring 10

11 Region 10 in Project Nexus UNT Pre-service Teachers Region 10 Title III Bilingual/ESL Coop offers a 12 hour preparation course for the ESL TExES test #154. On-site delivery of two day training. The prep course is free to all those that teach in schools within the Title III Bilingual/ESL Coop. Provide required test preparation assistance. 11

12 Faculty Commitment to ELLs

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14 Serving ELLs in a STEM World Academic Year Pre-service teachers’ participation in Project NEXUS Project Activities Spring 2013 Fall 2013 Summer 2013 Spring 2014 Summer /Fall 2014 Workshops1720 Coursework EDBE 4490 and/or Attendance and/or presentations at NABE, TESOL, TABE, BEAM 227

15 Serving ELLs in Project Based Instruction

16 Serving ELLs in High Schools

17 Serving ELLs in Step 1

18 Pre-written Lesson Plans Rationale for Step 1 One hour course = ◦ Limited time for students to devote ◦ Limited face time in class Same lesson plan = ◦ Master Teacher modeling of lesson plan in class ◦ Allows for deeper instructional time for pedagogical content ◦ Minimizes unknown factors for Step 1 students ◦ Increases the likelihood for extremely positive initial teaching experiences ◦ Streamlines materials management ◦ Strengthens the feedback from TNT observers and mentor teachers

19 SIOP and the 5E Model EngageExploreExplain Concepts linked to student background experiences ABC—activity before content Variety of techniques used to make concepts clear Content and language objectives are clearly stated Frequent opportunities for interaction and discussion Scaffolding/Chunking Students are engaged % of the time Hands-on materials and manipulatives used Pacing of lesson to match ability level ElaborateEvaluate Content allows application of content and language knowledge Formative and Summative Assessment Supplementary material usedRegular feedback Links made between past learning and new concepts Review of key concepts and vocabulary

20 Three Year Rotation of Lessons STEP 1 PRE WRITTEN LESSONS TOPIC SEMESTER ROTATION LAST SEMESTER IMPLEMENTEDTEACH NUMBER Introduction to MeasurementSpring2011Teach 1 Measurement--Syringes and BeakersSpring2011Teach 2 Measurement--Volume and Capacity with LiterSpring2011Teach 3 Measurement--MeasuringMASSFall2011Teach 1 Measurement--MassingPracticeFall2011Teach 2 Measurement--MassSoakingSpongesFall2011Teach 3 Measurement--TemperatureSpring2012Teach 1 How Light Affects TemperatureSpring2012Teach 2 How Angle Affects ShadowsSpring2012Teach 3 Introduction to MagnetismFall2012Teach 1 Measuring Magnetic ForceFall2012Teach 2 Detecting the Force of MagnetismFall2012Teach 3 Building an ElectromagnetSpring2013Teach 1 Changing the Number of WindsSpring2013Teach 2 What Effects the Strength of Electromagnets?Spring2013Teach 3 Simple Machines: LeversFall2013Teach 1 Simple Machines: More leversFall2013Teach 2 Simple Machines: Levers in the Real WorldFall2013Teach 3

21 Spring 2013: Connecting Magnetism and Electricity Electricity flows in a complete circuit. Difference between a magnet and an electromagnet. Lighting a Bulb Difference between a magnet and an electromagnet. How does the number of coils affect an electromagnet? Making an Electromagnet Stronger What else affects the strength of an electromagnet? How does the direction of the coils affect the strength of an electromagnet? How does adding additional D cells affect the strength of an electromagnet? Investigating More Electromagnets

22 Pre-written lesson-Teach 1 Window – February 25-March 8 Investigating Simple Circuits Develops concepts about how to wire up a cell and a bulb and to clarify that electricity flows. Use trail and error to build a circuit that lights a bulb. TNT student requirements: Locate appropriate TEKS Write objectives for the lesson Write the big idea and/or conceptual understanding for the lesson Practice with partner and deliver lesson Adapt and modify lesson for grade level per your direction with suggestions from TNT staff

23 Pre-written lesson-Teach 2 Window – March Winding Up Magnetism Observe and learn how the number of winds (e.g., coils) of wire around a core affects the strength of magnetism. Use a basic circuit, a wire, and washers to measure the strength of magnetism. TNT student requirements: Locate appropriate TEKS Write objectives for the lesson Write the big idea and/or conceptual understanding for the lesson Practice with partner and deliver lesson Adapt and modify lesson for grade level per your direction Identify level of questions from Blooms Taxonomy and write 2-4 additional questions to embellish the lesson

24 Pre-written lesson-Teach 3 Window – April Changing the Strength of an Electromagnet Explore different ways to change the strength of an electromagnet, including tighter coils, number of D-cells, different wire gauge. Use a basis circuit board and multiple variables to plan and conduct an experiment. TNT student requirement: Locate appropriate TEKS Write objectives for the lesson Write the big idea and/or conceptual understanding for the lesson Practice with partner and deliver lesson Adapt and modify lesson for grade level per your direction Identify level of questions from Blooms Taxonomy and create 6-8 additional questions to embellish the lesson

25 SIOP FRAMEWORK: The 8 Components Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

26 SIOP FRAMEWORK: The 30 Features Lesson Preparation—1) content objectives, 2) language objectives, 3) content concepts, 4) supplemental materials, 5) adaptations for proficiency levels, and 6) meaningful activities Building Background—7) explicit links to students’ background experience, 8) explicit links between past learning and new concepts, 9) key vocabulary emphasized Comprehensible Input—10) speech for proficiency levels, 11) clear explanation of academic task, 12) variety of techniques for content clarity Strategies—13) opportunity to use learning strategies, 14) scaffolding, 15) question levels vary Interaction—16) frequent opportunity for discussion, 17) group configuration, 18) wait time, 19) opportunity to clarify key concepts Practice/Application—20) hands-on materials, 21) activities designed for the application of content, 22) activities integrating all language skills Lesson Delivery—23) content objectives supported by lesson deliver, 24) language objectives supported by lesson delivery, 25) engaged students 90% to 100% of time in class, 26) pacing appropriate to students’ ability Review/Assessment—27) review of key vocabulary, 28) review of content concepts, 29) feedback to students, 30) assessment of student comprehension

27 Illustrations of SIOP Components through TNT lessons Addressing the Levels of Proficiency The importance of word walls The Frayer Model The value of concept maps READINGWRITING SPEAKING LISTENING

28 Using the SIOP 8 Components and 30 Features, adapt the Exploring Magnets, Force, and Magnetic Field Step 1 Lesson Locate the appropriate ELPS (English Language Proficiency Standard) Create and write a language objective What are the focal components are targeted for the lesson in SIOP? Select at least 3 SIOP features that you can use to reach all four proficiency levels.

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