Serving English Language Learners in a STEM World ()

Report
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
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
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?
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, 2017
3
Region 10 in Project Nexus
Provider of Professional Development
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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
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 nonregulatory.
 Within our boundaries are 80 ISDs, 44
charter schools and approximately 1202
campuses.

6
Region
4
10
11
20
1
13
19
6
7
12
2
16
18
17
5
8
14
3
15
9
Students
1,119,584
774,761
561,322
427,462
416,353
379,518
181,960
176,700
169,964
160,613
105,522
86,024
83,066
82,833
81,731
56,741
55,472
53,312
47,610
38,391
Region 10 in Project Nexus
Bilingual/ESL Cooperative
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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
Region 10 in Project Nexus
Cooperative Membership

Annual Service Offerings

District/Campus Offerings

Other Offerings

Regional/Cluster Offerings

Web-Based Offerings
9
Region 10 in Project Nexus
Consultations

Program implementation

Program evaluation

State mandated audit reviews

Compliance on identification, placement
and progress monitoring
10
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
Faculty
Commitment to ELLs
Faculty Commitment to ELLs
Serving ELLs in a STEM World
Academic Year 2012-2013
Pre-service teachers’ participation in Project NEXUS
Project
Activities
Spring
2013
Workshops
17
Coursework
EDBE 4490
and/or 4470
8
Attendance
and/or
presentations at
NABE, TESOL,
TABE, BEAM
2
Fall
2013
Summer
2013
Spring
2014
Summer
/Fall
2014
20
5
2
2
7
7
Serving ELLs in Project Based Instruction
Serving ELLs in High Schools
Serving ELLs in Step 1
Pre-written Lesson Plans Rationale
for Step 1
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One hour course =
◦ Limited time for students to devote
◦ Limited face time in class
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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
SIOP and the 5E Model
Engage
Explore
Explain
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 90100% of the time
Hands-on materials and
manipulatives used
Pacing of lesson to match
ability level
Elaborate
Evaluate
Content allows application of
content and language knowledge
Formative and Summative
Assessment
Supplementary material used
Regular feedback
Links made between past learning
and new concepts
Review of key concepts and
vocabulary
Three Year Rotation of Lessons
STEP 1 PRE WRITTEN LESSONS TOPIC
SEMESTER
ROTATION
LAST SEMESTER
IMPLEMENTED
TEACH NUMBER
Introduction to Measurement
Spring
2011
Teach 1
Measurement--Syringes and Beakers
Spring
2011
Teach 2
Measurement--Volume and Capacity with Liter
Spring
2011
Teach 3
Measurement--MeasuringMASS
Fall
2011
Teach 1
Measurement--MassingPractice
Fall
2011
Teach 2
Measurement--MassSoakingSponges
Fall
2011
Teach 3
Measurement--Temperature
Spring
2012
Teach 1
How Light Affects Temperature
Spring
2012
Teach 2
How Angle Affects Shadows
Spring
2012
Teach 3
Introduction to Magnetism
Fall
2012
Teach 1
Measuring Magnetic Force
Fall
2012
Teach 2
Detecting the Force of Magnetism
Fall
2012
Teach 3
Building an Electromagnet
Spring
2013
Teach 1
Changing the Number of Winds
Spring
2013
Teach 2
What Effects the Strength of Electromagnets?
Spring
2013
Teach 3
Simple Machines: Levers
Fall
2013
Teach 1
Simple Machines: More levers
Fall
2013
Teach 2
Simple Machines: Levers in the Real World
Fall
2013
Teach 3
Spring 2013: Connecting
Magnetism and Electricity
Lighting a Bulb
Making an
Electromagnet
Stronger
Investigating
More
Electromagnets
• Electricity flows in a complete circuit.
• Difference between a magnet and an electromagnet.
• Difference between a magnet and an electromagnet.
• How does the number of coils affect an
electromagnet?
• 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?
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.
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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
Pre-written lesson-Teach 2
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Window – March 18 - 28
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
Pre-written lesson-Teach 3
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Window – April 8 - 19
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
SIOP FRAMEWORK:
The 8 Components
• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment
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
Illustrations of SIOP
Components through TNT
lessons
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Addressing the Levels of Proficiency
The importance of word walls
The Frayer Model
The value of concept maps
READING
WRITING
SPEAKING
LISTENING
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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Want more? Contact us!
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