Meeting the Diverse Needs of
Students in California
SDAIE Strategies for Meeting Needs of English
Language Learners
Carla ...
Student Ethnicity
California students are so ethnically diverse
that no one group is in the majority.
How many Hispanic or...
2011-2012 Enrollment
Look up the Statistics for your county, district, or school at:
http://www.ed-data.k12.ca.us/
Dataque...
How Many English Learners
in California Schools in
2011-2012?
English Learner (EL) Enrollment
What percentage of Latino/Hispanic
economically disadvantaged students
scored “proficient” or above in English
Language Ar...
Achievement Gap by Ethnicity and Race: ELA
Multicultural Approach
Equal Opportunity to learn, succeed, and
become what he or she would like regardless
of:
Gender, ra...
Breakout Discussion
What is the all-American child?
Brainstorm ways a teacher provide an
equal opportunity to learn for ev...
Multiple Perspectives
Emphasis typically on Eurocentric History
Use of Visuals in your Classroom
What does your classroom ...
How do you teach content to English
Language Learners?
SDAIE Strategies - Specially Designed
Academic Instruction in Engli...
SDAIE Lesson Planning Strategies
Introducing Content
Prepare Students by Scaffolding
Hands-On Experiences
Tap into Prior K...
Explore
Provide relevant instruction and
practice through SDAIE strategies:
Practice independently, with
partners, and col...
Extend and Continually Assess
Student Learning
Extend, enrich, and integrate learning across
the curriculum.
Help students...
Modeling
Gives a clear example of
expectation
Shows a finished product
(student work)
Performs a mini-
demonstration
SDAIE...
Bridging
Weaves to existing schema
Engages students in “into” activities
Builds on prior
knowledge/experience
Contextualizing
Provides right environment to
explore concept
Uses concrete referents
(picture, realia)
Elaborates through...
Building Schema
Presents a skeletal
framework to build new
information
Provides advanced
organizers for direct
teaching
Pr...
Building Schema
Developing Metacognition
Thinking about thinking
Teaches strategies for learner autonomy
Debriefs process of learning
Disc...
Reframing
Guides revisitation of material
with a meaningful collaborative
activity
Teaches same concept in
different conte...
Checking for Comprehension
Finds out if understanding has been
achieved
Employs specific interactive activities
Allows for...
Monitoring and Assessing
Assesses on an on-going basis
Observes student behaviors and
language
Collects students’ products...
Questioning
Asks questions that are open-
ended/referential
Asks questions that have multiple
possible responses
Encourage...
Adjusting Speech Register
Addresses students with NNS (Non-
Native Speaker) in mind
Faces students when speaking
Incorpora...
Orchestrating All Modalities for
Learning
Activities all senses in the
learning process
Provides hands-on activities
Suppo...
Interacting (Teacher/Student,
Student/Student,
Student/Material, Student/Self)
Engages students in
interactions for negoti...
History of California Diversity
Timeline - http://www.californiahistoricalsociety.org/timeline/
California Historical Soci...
Who is a Californian?
UC Santa Barbara California Ethnic and Multicultural Archives -
http://www.library.ucsb.edu/speccoll...
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SDAIE

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SDAIE

  1. 1. Meeting the Diverse Needs of Students in California SDAIE Strategies for Meeting Needs of English Language Learners Carla Piper, Ed. D.
  2. 2. Student Ethnicity California students are so ethnically diverse that no one group is in the majority. How many Hispanic or Latino students were enrolled in K-12 public schools in 2011-2012?
  3. 3. 2011-2012 Enrollment Look up the Statistics for your county, district, or school at: http://www.ed-data.k12.ca.us/ Dataquest - http://data1.cde.ca.gov/dataquest/
  4. 4. How Many English Learners in California Schools in 2011-2012?
  5. 5. English Learner (EL) Enrollment
  6. 6. What percentage of Latino/Hispanic economically disadvantaged students scored “proficient” or above in English Language Arts standardized tests in 2012?
  7. 7. Achievement Gap by Ethnicity and Race: ELA
  8. 8. Multicultural Approach Equal Opportunity to learn, succeed, and become what he or she would like regardless of: Gender, race, social class background, ethnicity, sexual orientation, disability Cultural Pluralism No one best way to be “U.S. American” Does not mean you have to give up your families’ identities, sense of group solidarity, or cultural beliefs
  9. 9. Breakout Discussion What is the all-American child? Brainstorm ways a teacher provide an equal opportunity to learn for every student in a culturally diverse classroom. What can the teacher do to provide multiple perspectives?
  10. 10. Multiple Perspectives Emphasis typically on Eurocentric History Use of Visuals in your Classroom What does your classroom look like? Are there people of different races, sexes, extended families, disabilities, etc. Quotations from diverse leaders? Role models Non-stereotypical, gender and ethnicity Depicting diverse life styles, cultures, etc.
  11. 11. How do you teach content to English Language Learners? SDAIE Strategies - Specially Designed Academic Instruction in English Introduce and Scaffold Key Concepts Language and Vocabulary Needed to Understand Content Download NEW 2012 ELD Standards – http://www.cde.ca.gov/sp/el/er/eldstandards.asp SDAIE Handbook - http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/SDAIEhandbook.html
  12. 12. SDAIE Lesson Planning Strategies Introducing Content Prepare Students by Scaffolding Hands-On Experiences Tap into Prior Knowledge Graphic Organizers and Mind Maps Visuals, Maps, Models Realia Vocabulary and Language Development
  13. 13. Explore Provide relevant instruction and practice through SDAIE strategies: Practice independently, with partners, and collaboratively Use varied grouping configurations and activities for various learning styles. Monitor students and provide feedback. Modify materials and presentation to enhance learning
  14. 14. Extend and Continually Assess Student Learning Extend, enrich, and integrate learning across the curriculum. Help students make conceptual and linguistic connections across the curriculum. Assess Check for clarification Observe and assess concept and skill development Ongoing assessment and modification of instruction when needed
  15. 15. Modeling Gives a clear example of expectation Shows a finished product (student work) Performs a mini- demonstration SDAIE Checklist by Williams, 1996
  16. 16. Bridging Weaves to existing schema Engages students in “into” activities Builds on prior knowledge/experience
  17. 17. Contextualizing Provides right environment to explore concept Uses concrete referents (picture, realia) Elaborates through synonyms, antonyms, metaphors, analogies, anecdotes, examples, descriptions, storytelling
  18. 18. Building Schema Presents a skeletal framework to build new information Provides advanced organizers for direct teaching Presents new information with graphic organizer (Mapping, Venn diagram)
  19. 19. Building Schema
  20. 20. Developing Metacognition Thinking about thinking Teaches strategies for learner autonomy Debriefs process of learning Discusses implications of strategies for future learning
  21. 21. Reframing Guides revisitation of material with a meaningful collaborative activity Teaches same concept in different context Students transform narrative into graphic (art) Students transform test into skit (letter to the editor)
  22. 22. Checking for Comprehension Finds out if understanding has been achieved Employs specific interactive activities Allows for multiple ways to show understanding
  23. 23. Monitoring and Assessing Assesses on an on-going basis Observes student behaviors and language Collects students’ products, writing, audio-tapes
  24. 24. Questioning Asks questions that are open- ended/referential Asks questions that have multiple possible responses Encourages students to question each other Engages students in collaborative activities
  25. 25. Adjusting Speech Register Addresses students with NNS (Non- Native Speaker) in mind Faces students when speaking Incorporates non-verbal behaviors to support verbal presentation Enunciates clearly, highlight key words Allows for more pause time in answering questions
  26. 26. Orchestrating All Modalities for Learning Activities all senses in the learning process Provides hands-on activities Supports auditory learning with visual and kinesthetic experience
  27. 27. Interacting (Teacher/Student, Student/Student, Student/Material, Student/Self) Engages students in interactions for negotiating Identity and meaning Provides opportunity for all kinds of interaction
  28. 28. History of California Diversity Timeline - http://www.californiahistoricalsociety.org/timeline/ California Historical Society – http://www.californiahistoricalsociety.org/ Online Archives of California - http://www.oac.cdlib.org/ Early California History - http://memory.loc.gov/ammem/cbhtml/cbintro.html Urban Dreams Project: Oakland Schools - http://urbandreams.ousd.k12.ca.us/ United Farmworkers http://www.ufw.org/ Oakland History - http://www.oaklandhistory.com/files/hmenu.html San Diego History Center - http://www.sandiegohistory.org/ The Virtual Museum of the City of San Francisco - http://www.sfmuseum.org/ Sacramento History Online - http://www.sacramentohistory.org/ California Native Americans - http://www.nahc.ca.gov/cna.html Cal Poly San Luis Obispo Historical Collections - http://lib.calpoly.edu/specialcollections/history/ California Digital Library Collections - http://www.ca.gov/Multimedia/multimedia_audio_libraries.html
  29. 29. Who is a Californian? UC Santa Barbara California Ethnic and Multicultural Archives - http://www.library.ucsb.edu/speccoll/collections/cema/index.html The LA History Archive - http://www.lahistoryarchive.org/index.htm California History and Genealogy – Fresno: http://www.fresnolibrary.org/calif/genimmi.html Our Shared History - http://www.cr.nps.gov/aahistory/ Asian American History Timeline - http://www.digitalhistory.uh.edu/asian_voices/asian_timeline.cfm Asian American Voices - http://www.digitalhistory.uh.edu/asian_voices/asian_voices.cfm Asian Nation - http://www.asian-nation.org/first.shtml Punjabi-Mexican Families - Roots in the Sand: http://www.pbs.org/rootsinthesand/ Manzanar - http://www.nps.gov/manz/ Africans in America - http://www.pbs.org/wgbh/aia/ Martin Luther King Research and Education – Stanford - http://mlk- kpp01.stanford.edu/
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