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DR. ELKE SCHNEIDER (PHD) DR. KELLY M. COSTNER (PHD) PROJECT FUNDED BY A US DEPARTMENT OF EDUCATION NATIONAL.

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Presentation on theme: "DR. ELKE SCHNEIDER (PHD) DR. KELLY M. COSTNER (PHD) PROJECT FUNDED BY A US DEPARTMENT OF EDUCATION NATIONAL."— Presentation transcript:

1 DR. ELKE SCHNEIDER (PHD) SCHNEIDERE@WINTHROP.EDU DR. KELLY M. COSTNER (PHD) COSTNERK@WINTHROP.EDU PROJECT FUNDED BY A US DEPARTMENT OF EDUCATION NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM GRANT ADMINISTERED BY THE OFFICE OF ENGLISH LANGUAGE ACQUISITION Teaching Teachers WELL Progress Overview

2 Overview of Grant Components Professional Development Teacher Ed Faculty Development Add-on Certification Courses Teaching Teachers WELL

3 Add-on Certification Courses PLAN  2 cohorts, 25 participants each REALITY  Cohort 1 = 13 ; Cohort 2 = 31 participants Courses  5 courses, 15 graduate credits  One course per term over 15 months  Teaching and assessment strategies, language acquisition, grammar Participants take TESOL Praxis test on own account At present, we know that 5 participants took and passed the test

4 Add-on Certification Courses Positive Outcomes  7 of 46 participants shifted to various ELL-related positions  Increased collaboration with district TESOL staff  Skills to teach and assess phonemic awareness of ELLs became standard practice in content classrooms; requested by administration

5 Add-on Certification Courses Challenges and Improvements:  Drop-outs curtailed by channeling tuition grants through financial aid for individual participants  Rushed recruitment for Cohort 1 was improved for Cohort 2 with expanded geographic reach, personal interviews, and snowball recruiting

6 Professional Development PLAN  3 groups of 25 each over 3 summers REALITY  Group A: 21 participants,  Group B: 26 participants,  Group C: 24 participants;  Group D and E: Fall 2010 with 25-30 participants each COURSE  1 course, 3 graduate credit hours  Teaching and assessment strategies

7 Professional Development Positive Outcomes:  Snowball recruitment led to highly motivated participants from a variety of content areas and levels  Group A: 3-week sprint course led to close collaboration even after end of course  Group B: weekend blocks throughout summer allowed participants to process information better  3 participants decided to join Cohort 2

8 Professional Development Challenges & Improvements  Intensity of term for Group A made it difficult to fully process content  Group B, C and D had/will have FRI/SAT sessions  Streamlining of assignments continues to make them appropriate for block course model

9 Faculty Development PLAN  3 faculty workshops of 2 days each of 25 each over 3 years  Faculty mentoring during 3 years to infuse ELL content in courses REALITY  2 workshops with 36-32 participants  3rd workshop in process

10 Faculty Development WORKSHOP CONTENT Faculty Workshop 1, May 2008  Legal issues  Language acquisition phases  Cultural issues  Guest speakers:  high school ELL student  TESOL literacy coach  adult ELL panel

11 Faculty Development WORKSHOP CONTENT: Faculty Workshop 2, August 2009  SIOP lesson planning  Teaching strategies (silent phase, vocabulary issues)  Cultural sensitive instruction  TESOL teacher panel: instruction & assessment accommodations  Discipline-specific group session: planning ELL-sensitive components for courses FACULTY FEEDBACK: interest in more “strategies”, have theoretical understanding but implementation assignments are missing

12 Faculty Development WORKSHOP CONTENT: Faculty Workshop 3, May 2010  Brainstorming with TESOL trained teachers on appropriate instruction and assessment  Discussion of appropriate strategies and assessment based on case studies and video samples  Group session: Curriculum planning  Group session: activity/task planning

13 Resources Teaching Teachers WELL website: www.birdnest.org/ttwell Office of English Language Acquisition: http://www.ed.gov/about/offices/list/oela/index.html


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