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Working With Ese And Esol Students
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Working With Ese And Esol Students



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  • 2. Summary from Tuesday’s class
    • Teacher Interviews
      • Items that were surprising?
      • Anything you want to highlight for the class?
    • PowerPoint presentations
      • Highlights
      • Difficulties along the way…
      • Lingering questions about using PowerPoint effectively?
    • Additional questions or items to be discussed?
  • 3. Plan for today…
    • By the end of today’s lesson you should be able to:
      • Recognize the need to provide services for LEP students and for relevant training.
      • Apply multi-sensory ESOL/ESE strategies for instructional purposes.
      • Evaluate, select, and employ appropriate instructional materials, media and technology for ESOL and ESE at elementary, middle, and high school levels.
  • 4. Exceptional Student Education - ESE
    • What types of students are included in the heading “ESE”?
    • What are some of the ways you have learned to work with these students in the classroom?
    • What are some of your ideas of how technology could assist you in working with these students?
  • 5. Exceptional Student Education -- ESE
    • Universal Design for Learning (UDL)
    • Assistive Technology (AT)
    • Review the top 2 sites listed in this week’s ANGEL folder.
    • Explain each term
    • What are the similarities / differences?
  • 6. Assistive Technology
    • Select a disability to about which to gather information and use the internet to find companies that provide assistive technology geared to serve this type of disability.
    • Use at least three sites to find information about assistive technology tools for this disability.
    • Work in groups of 2 – 4
  • 7. ESE
    • Specific technologies for working with ESE students
      • – for working with Deaf Students
      • Watchminder – students with ADD
      • Various devices that you may encounter…
      • Visual Organizers for students with Learning Disabilities
  • 8. English Speakers of Other Languages - ESOL
    • What do all of those letters mean?
    • In groups of 3 or 4 students, take time to talk about issues you have encountered or that you expect to encounter when working with students who do not speak English proficiently in your subject area.
    • Share highlights with class
  • 9. ESOL
    • Review the hand-out
      • Highlight tips that seem especially useful to you.
      • Visit the 3 sites listed in the hand-out and brainstorm ways that you may be able to utilize the sites in your future classroom – especially when working with ESOL students.
      • Share tips you found particularly helpful. How could this be helpful in your classroom?
  • 10. ESOL & ESE
    • Think about the unit you outlined last week.
    • How might you work with ESOL and ESE students in your classroom for this unit?
    • If you’re not sure…describe your situation and see if your group can come up with some ideas to assist you.
  • 11. IRIS
    • Review at least one module related to working with ESOL or ESE students with your group
      • Accommodations
      • Disability
      • Diversity
    • Be prepared to give a verbal report of the information you learned and found to be helpful from the module.
  • 12. For next week…
    • Tuesday night --- Web Resource Review
      • Click through sites and add those you find interesting to a Word document
      • Go back to sites you marked and look at them more thoroughly
      • Come up with a list of your top 10 sites in the following 3 categories
        • Students
        • Parents
        • Teachers
      • Post short reviews of each of your 30 sites
        • Do not use the exact same site for more than 1 category!