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Resiliency for ELL
 

Resiliency for ELL

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TESOL 2011 PCI on Resiliency as part of RTI for ELL students.

TESOL 2011 PCI on Resiliency as part of RTI for ELL students.

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    Resiliency for ELL Resiliency for ELL Document Transcript

    • CrossCultural Developmental Education Services 2/18/2011 Building Resiliency Strategies into RTI & RTII for ELL Learners Dr. Catherine Collier catherine@crosscultured.com What Re-sil-ience [ri-zil-yuh ns, -zil-ee-uh ns] – noun the power or ability to return to the original form , position, etc., after being bent, compressed, or stretche d; elasticity. ability to recover readily from illness, depression, adversity, or the like; buoyancy. Also, re-sil-ien-cy. Origin: Latin resili ( ēns ), present participle of re silīre to spring back, rebound ( see resilient) + - ence © 2011 Dr. Catherine Collier All Rights Reserved© 2011 Dr. Catherine CollierAll Rights Reserved 1
    • CrossCultural Developmental Education Services 2/18/2011 Resiliency • The ability of an • Resiliency research is individual or group of the study of how individuals to some students withstand and despite stressors in rebound from their lives, manage to adversity. adapt, and in some cases, thrive. Research - CREDE • Resilient students had a more student’s educational positive perception of their resiliency can be upgraded by teachers, classroom instructional strategies that environment, and reading help foster close relationships, ability build social and academic • Resilient students were more competencies, value diversity, likely to speak their home language outside the and provide other necessary classroom. support • Resilient students tended to use stronger learning strategies for reading. Emotional Resiliency Emotional Intelligence Emotional Resilience Self Awareness Confidence in Self Regulation interactions Able to manage Motivation anxiety Empathy Emerging self concept Social Skills Stable locus of control Appropriate independence© 2011 Dr. Catherine CollierAll Rights Reserved 2
    • CrossCultural Developmental Education Services 2/18/2011 Sociocultural Resiliency Integrative Acculturation Effective Cognitive Strategies Strong Home Culture & Language Positive Cross-cultural Experiences Successful Sociolinguistic Development Cognitive Learning Resiliency Strategies appropriate to learning in any setting. Style convergence between student & teacher. Appropriate response to completing tasks. Ability & understanding of task analysis. Understanding & ability to apply cause and effect. Affective Factors in Adaptation • Cultural • Personality – Acculturation – Anxiety level – Cultural congruence – Self esteem – Extroverted/introverted – Threatened identity – Assertiveness – Immigrant – Refugee • School – Expatriate – Parental involvement – High/low expectations • Societal – Multicultural curriculum – Economic Status – Inclusion in all school – Minority status activities – Inclusion/exclusion – Respect and value of students’ backgrounds© 2011 Dr. Catherine CollierAll Rights Reserved 3
    • CrossCultural Developmental Education Services 2/18/2011 Strength rather than “deficit” Empowered Independent Self confident Helps others Maintains connections Important Changes in IDEA 2004 Removed “policies, Significant disproportionality Practices, and Overall identification & in categories procedures” from Placement in educational definition settings Made disproportionality Disciplinary actions, including suspension ad expulsion one of the three Disproportionate representation monitoring priorities Disproportionate representation Added racial/ethnic of racial and ethnic groups in special education and related disaggregation services, to the extent the Introduced prevention representation is the result of as an important inappropriate identification component Why© 2011 Dr. Catherine CollierAll Rights Reserved 4
    • CrossCultural Developmental Education Services 2/18/2011 Thought • Long after students may have forgotten what you tried to teach them, they will remember how you treated them. © 2011 Dr. Catherine Collier All Rights Reserved The Whole Child Culture Language Acculturation Emotional Stability Learning Readiness Cognitive Learning Style Socialization, Family & Community © 2011 Dr. Catherine Collier All Rights Reserved INDIVIDUAL Unique experiences, Ways we are less insights, personal like other people. reflections. ACCULTURATION Perceptions, social & behavior patterns, language, etc. learned from interaction with new group(s). Ways we are ENCULTURATION more like other Perceptions, social and behavior patterns, people. language, values, etc. learned from caregivers. THE BASICS OF BEING HUMAN Sensory abilities, linguistic wiring, genetic and biologic heritage, innate abilities, gender, skin color, height, etc.© 2011 Dr. Catherine CollierAll Rights Reserved 5
    • CrossCultural Developmental Education Services 2/18/2011 Cognition & Culture The concept of things that particular people use as models of perceiving, relating, and interpreting their environment. The process by which individuals perceive, relate to, and interpret their environment. © 2011 Dr. Catherine Collier All Rights Reserved Cultural Perceptions: Colors Red Orange Yellow Green Blue Purple Rojo Naranja Amarillo Verde Azul Morado Rouge Orange Jaune Vert Bleu Pourpre Rot Orange Gelb Grün Blau Purpurn Ruber Luteus Flavus Viridius Caeruleus Viola Łi’chíí Łi’tso Dootł’izh Kaverliq Esirliq Cungagliq Qiuliq © 2011 Dr. Catherine Collier All Rights Reserved Human Universals • The ability to feel sadness, happiness, anger, fear and disgust is universal. • Classification: kin, age, behavioral propensities, body parts, emotions, & more. • Logical notions: ‘not’, ‘opposite’, ‘same’, ‘part/whole’, ‘and’, ‘general/particular’, & ‘equivalent’.© 2011 Dr. Catherine CollierAll Rights Reserved 6
    • CrossCultural Developmental Education Services 2/18/2011 Cultural Perceptions: Discourse English Spanish Slovak Chinese Navajo Spiritual Mental Social Physical Heightened Anxiety Confusion in Locus of Control Withdrawal Silence/unresponsiveness Response Fatigue Code-switching Distractibility Resistance to Change Disorientation Stress Related Behaviors The Intensity of Culture Shock is Cyclical Anticipation Spectator Increasing Shock Adaptation Anticipation Spectator Increasing Shock Adaptation Phase Phase Participation Phase Phase Phase Phase Participation Phase Phase Phase PhaseHighlyEngagedLevelModeratelyEngagedLevelNormalIntensity ofEmotionsModeratelyDepressedLevelGreatlyDepressedLevel© 2011 Dr. Catherine CollierAll Rights Reserved 7
    • CrossCultural Developmental Education Services 2/18/2011 Who Thought It is not beauty to abruptly halt the growth of a young mind and to overlay it with the frame of an imposed culture. Sylvia Ashton-Warner © 2011 Dr. Catherine Collier All Rights Reserved Two Ways Group Emphasis Individual Emphasis Present Orientation Future Orientation Time: Always with us Time: Use every minute Age Youth Cooperation Competition Harmony with Nature Conquest over nature Giving-Sharing Taking – Saving Pragmatic Theoretical Mystical Skeptical Patience Aggression Listening Skills Verbal Skills Religion: way of life Religion: segment of life Modesty Self Attention© 2011 Dr. Catherine CollierAll Rights Reserved 8
    • CrossCultural Developmental Education Services 2/18/2011Assimilation Integration Acculturation Grid with C2/L2C1/L1 replaced by C2/L2 C1/L1 blended Rejection Intentionally C1/L1 without C2/L2 orDeculturation C2/L2 without C1/L1Neither C1/L1 nor C2/L2 The fact that we are human beings is infinitely more important than all the peculiarities that distinguish human beings from one another. Simone de Beauvoir Diverse learners who will succeed Diverse learners who will struggle© 2011 Dr. Catherine CollierAll Rights Reserved 9
    • CrossCultural Developmental Education Services 2/18/2011 How Thought The difference between teaching and learning is that in teaching, I throw it out to the students. Whether they catch it or not isn’t my responsibility. In learning, I need to make sure they catch it. © 2011 Dr. Catherine Collier All Rights Reserved Instructional Interventions that facilitate resiliency Always empower, never disempower Provide unconditional positive regard Maintain high expectations Check assumptions, observe and question Be a relationship coach Provide guided opportunities for helpful participation © 2011 Dr. Catherine Collier All Rights Reserved© 2011 Dr. Catherine CollierAll Rights Reserved 10
    • CrossCultural Developmental Education Services 2/18/2011 Identify Problem Problem Analyze Measure response the Is there a discrepancy  patterns problem between current &  Solving with excepted performance? Did it work? What do  we do next? Progress Why & to what extent  is there a problem? Monitor By how much should  response to the student grow? Set goals intervention Monitoring By how much should  the student grow? How & when will the  intervention strategy  be implemented? What will be done to  resolve the problem? Implement Brainstorm intervention interventions Plan intervention setting Strategies to Improve Emotional Intelligence • Observe how you • Do a self- react to people. evaluation. • Look at your • Examine how your environment. actions will affect • Examine how you others – before you react to stressful take those actions situations. • Take responsibility for your actions. The 40 Assets 1. Family support 11. Stands up for beliefs. 2. Positive family communication 12. Tells the truth even when it isnt 3. Caring neighborhood easy. 4. Neighbors take responsibility for 13. Accepts personal responsibility. monitoring behavior 14. Shows restraint from sexual 5. Clear rules and consequences at activity, drugs and alcohol. home 6. One or more hours a week in 15. Positive adult relationships. religious activities. 16. Caring school climate. 7. Time at home, at least five nights 17. Parent involvement in schooling. a week. 18. A community that values youth. 8. Reads for pleasure at least three hours a week. 19. A useful role in the community. 9. Values helping others. 20. An hour or more of community 10. Values equality and reducing service per week. hunger and poverty.© 2011 Dr. Catherine CollierAll Rights Reserved 11
    • CrossCultural Developmental Education Services 2/18/2011 The 40 Assets 21. Feeling of safety at home, school 31. Cares about her or his school and in neighborhood. 32. Can plan ahead and make 22. Clear rules and consequences at choices. school. 33. Has empathy, sensitivity and 23. Positive adult role models. friendship skills 24. Positive peer influence. 34. Is comfortable with people of 25. High expectations from parents different backgrounds. and teachers. 35. Can resist negative peer pressure. 26. Three or more hours a week in 36. Seeks to resolve conflict music, theater or other arts. nonviolently. 27. Three or more hours a week in 37. Sense of control over things. sports, clubs or organizations. 38. High self-esteem. 28. Motivation to do well in school. 39. Sense of purpose. 29. Actively engaged in learning. 40. Optimistic about the future. 30. At least one hour of homework every school day. PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success Self monitoring Literacy Readiness Skills Visualization Arithmetic Readiness Skills Analogies TPR Readiness to Learn Bilingual Oral Proficiency L1 © 2010 Dr. Catherine Collier All Rights Reserved PRISIM: Building the Foundation of the Pyramid Systems & policies promote and sustain: •Access to safety, food, clothing, & shelter •Quality preparation of effective education professionals & support staff •Adequacy of school facilities & resources •Consistent use of culturally & linguistically responsive, evidence-based practices •Supportive responsive relationships •Other effective practices & procedures © 2010 Dr. Catherine Collier All Rights Reserved© 2011 Dr. Catherine CollierAll Rights Reserved 12
    • CrossCultural Developmental Education Services 2/18/2011 PRISIM 1: Resiliency Foundation Building © 2010 Dr. Catherine Collier All Rights Reserved PRISIM 2 Building Literacy foundation Facilitating Readiness Skills TPR Facilitating & Sustaining Readiness to LearnBilingual Sustaining Oral Proficiency L1 © 2010 Dr. Catherine Collier All Rights Reserved Resiliency-based instruction can be strengthened by teaching to student’s cognitive learning style or by teaching specific cognitive learning strategies that facilitate balance between teaching & learning styles.© 2011 Dr. Catherine CollierAll Rights Reserved 13
    • CrossCultural Developmental Education Services 2/18/2011 Responsive & Differentiated Instruction Inclusive not exclusive Developmental not remedial Comprehensive but focused Builds skills and strengths © 2011 Dr. Catherine Collier All Rights Reserved Differentiated Instruction  Begin where students are  Build upon learners’ differences  Engage students through different learning styles  Use varied rates of instruction  Ensure student competes against himself rather than others  Provide specific ways for each student to learn  Establish learner-responsive, teacher-facilitated classrooms based on essential skills © 2011 Dr. Catherine Collier All Rights Reserved Differentiated Instruction One Size Doesn’t Fit All © 2011 Dr. Catherine Collier All Rights Reserved© 2011 Dr. Catherine CollierAll Rights Reserved 14
    • CrossCultural Developmental Education Services 2/18/2011 PRISIM 2: Resiliency Differentiation © 2010 Dr. Catherine Collier All Rights Reserved PRISIM 3 Self monitoring Literacy Readiness Skills Visualization Analogies Expanded TPR Transitional Bilingual Oral Proficiency L1 © 2010 Dr. Catherine Collier All Rights Reserved Strategy Fitness!© 2011 Dr. Catherine CollierAll Rights Reserved 15
    • CrossCultural Developmental Education Services 2/18/2011 Doran, George T. "Theres a S.M.A.R.T. way to write managements goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11. 50 Struggles Strategies Low motivation Self monitoring _______________ _______________ Impulsive Rehearsal strategies _______________ _______________ Disorganized thinking Sorting strategies _______________ _______________ Guided practice _______________ Poor social skills _______________ Low self esteem Self concept activities _______________ _______________ Confused locus of control Active processing _______________ _______________ Limited language skills L1-L2 transfer strategies _______________ _______________ My Pearl of Wisdom Prepare/preview/predict Embed Attach Ratchet Look Back/review/reflect© 2011 Dr. Catherine CollierAll Rights Reserved 16
    • CrossCultural Developmental Education Services 2/18/2011 Preparation Strategies  Minimize visual & auditory stimuli  Only put up things students have handled  Put up things students have discussed  Display things from students’ home/community  Display student work Embedding Strategies  Provide two or more process choices for getting a task completed.  Provide two or more activity choices for content demonstration.  Allow students to select which mode & manner they will use to complete the task. Attachment Strategies  Places students have been  Objects from home  Favorite foods  People students know  Words students use with friends & family  Stories students know  Something students helped build/make© 2011 Dr. Catherine CollierAll Rights Reserved 17
    • CrossCultural Developmental Education Services 2/18/2011 Ratchet Strategies Facilitates generalization Expands learning Develops higher tolerance Maximizes prior knowledge Builds C1/C2 and L1/L2 transfer skills Look Back Strategies  Develops cognitive academic language  Develops basic interpersonal communication  Builds C1-C2/L1-L2 transfer skills  Develops content knowledge foundation Teacher’s Resource Guide of Language Transfer Issues for English Language Learners • This booklet is part of the On Our • Spanish Way to English series published by • Vietnamese Rigby. It is an excellent stand‐alone • Hmong resource for ELL and K‐12 teachers working with speakers of the • Haitian Creole following languages: • Cantonese • The booklet contains background • Korean information about the populations speaking these languages as well • Khmer as specific grammar and phonics • Russian transfer issues. • Arabic • ISBN 978‐0757869662 • Tagalog www.rigby.com© 2011 Dr. Catherine CollierAll Rights Reserved 18
    • CrossCultural Developmental Education Services 2/18/2011 PRISIM 3: Differentiated instruction & instructional intervention to facilitate resiliency © 2010 Dr. Catherine Collier All Rights Reserved PRISIM 4 Manipulating pie charts Stepped proximics Literacy Readiness Skills Miscue analysis © 2010 Dr. Catherine Collier All Rights Reserved PRISIM 4: Sustaining Resiliency © 2010 Dr. Catherine Collier All Rights Reserved© 2011 Dr. Catherine CollierAll Rights Reserved 19
    • CrossCultural Developmental Education Services 2/18/2011 PRISIM 5 Electronic eye piece Accessibility aids 504 Cochlear implant IEP Kurtzweil reader Literacy Readiness Skills Oral Proficiency L1 © 2010 Dr. Catherine Collier All Rights Reserved PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success Literacy Readiness Skills Oral Proficiency L1 © 2010 Dr. Catherine Collier All Rights Reserved Degree of Inclusion Grid Intermediate PreProduction Early Speech Intermediate Advanced Advanced Production Emergence Fluency Fluency Fluency Needs total assistance Pull out for targeted Needs a great assistance deal of assistance Needs a lot of assistance Push in for targeted assistance Has a moderate level of needs Has moderate but specific Total Inclusion needs Collaboration for Has specific targeted assistance need to be addressed Total Inclusion Needs minimal assistance© 2011 Dr. Catherine CollierAll Rights Reserved 20
    • CrossCultural Developmental Education Services 2/18/2011 Degree of Inclusion Grid Intermediate PreProduction Early Speech Intermediate Advanced Advanced Production Emergence Fluency Fluency Fluency Needs total assistance Pull out for targeted Needs quite assistance a lot of assistance Needs a lot of assistance Has a moderate level of needs Push in for targeted Has assistance moderate but specific Total Inclusion needs Has specific need to be addressed Collaboration for Needs targeted assistance minimal Total Inclusion assistance Conclusions • Multi-tiered interventions where data are used to determine the instructional needs of the student is the most effective method to improve student learning. • Always start with what the student can do and build upon these strengths. • Layers of intervention seem critical but if resources get scarce, an “RTI” approach seems to be helpful in keeping up the rates of improvement. © 2011 Dr. Catherine Collier All Rights Reserved How this applies to teachers • Teachers will need the ability to contribute to RTI & RTII models by understanding: – How to use progress monitoring strategies – How to differentiate instruction/implement interventions – Use assessment data to make student-needs driven decisions • Teachers will need the ability to implement RTI- like strategies with available resources in a non- RTI building © 2011 Dr. Catherine Collier All Rights Reserved© 2011 Dr. Catherine CollierAll Rights Reserved 21
    • CrossCultural Developmental Education Services 2/18/2011 Contact Information Catherine Collier, Ph.D. 360-380-7513 voice 360-650-4673 campus 360-380-7386 fax catherine@crosscultured.com Catherine.Collier@wwu.edu Curriculum Integration for Responsive Crosscultural Language Education (CIRCLE) Western Washington University © 2011 Dr. Catherine Collier All Rights Reserved Thank you!  Over 40 years experience.  Research on impact of acculturation on referral & placement of CLD students.  Research on effectiveness of specific cognitive learning strategies for diverse learners.  Classroom teacher, diagnostician, faculty, administrator.  Social justice advocate, author & teacher educator.© 2011 Dr. Catherine CollierAll Rights Reserved 22