BENEFITS OF E-STEM FORENGLISH LEARNERS Presented by Kristy Otte ISD 197 W. St. Paul, MN
CONTENT OBJECTIVES This presentation will: Provide specific information about ELs in our schools. Outline best practices for ELs. Link E-STEM curriculum to the learning needs of ELs. Develop lesson ideas for ELs
LANGUAGE OBJECTIVES Participants will respond to prompts about the ELs in their schools and communities. Participants will be able to use specific vocabulary related to ELs and E-STEM. Participants will list 3 lesson ideas for their own classrooms or schools.
ACTIVITIESWarm-up discussion- 10 minutesEnglish Learners (ELs) in the U.S. and your schools- 10 minutesBest Practices- 15 minutesE-STEM integration- 20 minutesLesson planning and discussion time- 15 minutes
ENGLISH LEARNERS Who are the predominant English Learners in your schools? What are the dominant languages spoken in your community? How many languages are spoken at your school? Think- Pair- Share!
ENGLISH LEARNERS IN THE U.S.From the 1997-98 school year to the 2008-09 school year,the number of English-language learners enrolled inpublic schools increased from 3.5 million to 5.3 million, orby 51 percent
ACTIVITYAnticipation Guide- use socrative or see handoutm.socrative.com (real- time clicker)True or False?
QUESTION #1Students who are learning English at my school get what they need to succeed.
QUESTION #2Teachers at my school differentiate instruction to meet the needs of English learners.
QUESTION #3Teachers at my school have the resources needed to provide appropriate and effective instruction for English learners.
QUESTION #4The curriculum in most subject areas in my school works for students who are English Learners.
QUESTION #5 Short answer: What does my school need to improve in the teaching of English learners?
CHALLENGES IN OUR SCHOOL FORELS Mismatch of school expectations and student ability (due to lack of English proficiency) Resource and opportunity gap for struggling learners Lack of adequate programming in English instruction “Sink or swim” approach Language gap Cultural misunderstandings Academic achievement
BEST PRACTICES FOR ELS Scaffolding Bilingual support Comprehensible input Strategy based learning Visuals Alternate assessments Cooperative learning
IMPORTANCE OF LANGUAGE USE Language of the content area (vocabulary, technical writing, speaking) Aspects of language taught in content areas Academic language is crucial
STEM CURRICULUM Seen as a way to strengthen science and math in our schools Integrated approach to learning Function of subject area better understood when interconnected Curriculum changes help better organize and deliver instruction Students are exposed to inter-relationships among subjects
OPPORTUNITIES IN “E” OF E-STEMContribute to upkeep and beauty of communityProtect local habitatsIncrease student appreciation of the natural worldIncrease student awareness of the threats to our environmentImprove the nature in our school, city, stateAdvocateAct as change agents / environmental stewards
ENVIRONMENTAL EXPERIENCES FORHERITAGE MIDDLE SCHOOLSTUDENTS Eagle Bluff 5th grade - Lanesboro, MN Dodge Nature Center 5th-8th grade - W. St. Paul, MN Wolf Ridge Environmental Learning Center 7th grade - Ely, MN Mississippi River Canoe Trip 8th grade- Minneapolis, MN Courtyard development and gardening on school grounds
SCIENCE Activation of prior knowledge is key! Inquiry based learning Scientific writing: journals, note-taking, lab reports Learning strategies: Grouping/ classifying Questioning Visualization Extension of language: Etymology Relate academic words to student’s first language
TECHNOLOGY Technological aids : “the effectiveness of these tools will be enhanced if they are used within a project that students are intrinsically motivated to perform” (Cummins)
ENGINEERING Authentic Constructive Creative Hands- on, active Exploratory Meaningful
MATH Demonstrations Hands- on manipulatives Graphic organizers Technical vocabulary Challenges: Word problems require higher level of English proficiency Activating prior knowledge
“the integrated curriculum design attempts to capture the interrelationships within and between subjects and thereby ground learning in the actual way that knowledge is used” The STEM Initiative: Constraints and Challenges Dennis R. Herschbach University of Maryland
METHODS SIOP or sheltered instruction (SI) Scaffolds in place Activate prior knowledge Co-taught classes (ESL teacher with content area teacher) Multilingual approach
LESSON IDEAS AND ACTIVITIES SIOP lesson plan that includes content AND language objectives HOTS key vocabulary visuals authentic assessment wrap -up
LESSON IDEAS (CONTINUED) Field experiences linked to in- class learning Connect in-class learning to authentic experiences Student led learning, inquiry Ties to community Service learning Go outside! Explore!
I feel more comfortable with ideas behind E-STEM.
I understand how E-STEM can help ELs.
I can think of 3 ways to use E- STEM ideas for a lesson with ELs.
TASKWhat are 3 things you could do to implement E-STEM in a class with English Learners?WHIP
RESOURCES Vogt, M. & Echevarria, J. (2008). 99 Ideas and activities for teaching English Learners with the SIOP Model. Pearson Education, Inc. Jim Cummins website: http://iteachilearn.org/cummins/index.htm www.cal.org/siop/
BIBLIOGRAPHY Echevarria, J. Vogt, M. & Short, D.J. (2008). Making content comprehensible for English Learners: The SIOP Model. Boston, MA: Pearson Education, Inc. Louv, R. (2008). The last child in the woods: saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill. Herschbach, D. R. The STEM initiative: contraints and challenges. The Journal of STEM Teaching Education 48 (1), (pp. 96-122). Moon, J. & Rundell Singer, S. (2012) Bringing STEM into focus. Education Week. Retrieved from www.edweek.org. Nikirk, M. (2012). Teaching STEM to millenial students. Techdirections. Retrieved from www.techdirections .com.
THANK YOU! Contact: Kristy.Otte@isd197.org Heritage Middle School West Saint Paul, MN 55118