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EL's & E-STEM
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EL's & E-STEM

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Created by Krisy Otte

Created by Krisy Otte


kristy.otte@isd197.org

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  • Give background- my experience, my school district, new magnet program
  • activity
  • Socrative- brief descriptiont.socrative.com email, us7122, 50076
  • Els typically take at least 5 yrs to catch up to grade level proficiency;In order to catch up in 6 yrs, students need to make 15 month gains in 10 month school yr
  • Inquiry-discoveryAuthentic- meaningfulActivation of prior knowledge supports building a schemata for new learning
  • Example- flowerImperative- students have the ability to become social change agentsEnvironmental issues are human rights issues; the teaching about the environment at a local level increases student responsibility/ citizenship
  • Relevancy of environment
  • Prior knowledge through discussions and brainstormingScience offers great opportunities to work on literacy skills such as writingGreek/ Latin roots suffixes prefixesTechnical writingSpecific vocabulary
  • Not using tech for the sake of using tech
  • Show picture of i-engineer posterExamples: bridges/ toothpicks, paper airplanes design, watering system, tallest structure with straws
  • Academic language needs to be taught explicitly (Cummins)Greek and Latin rootsMath may have been taught differently in home countryServes as an analytical tool to look at other subject mattersWord usage in math- idea: mathematical language banksUse of linguistic and non-linguistic tools to increase comprehension
  • Learning becomes more relevant
  • Language can be scaffolded with visuals, graphic organizers, demonstrations, hands- on experiences, collaborative group work, learning strategies, and language clarificationCo-taught classes combines to expertise of language teachers and content teachers
  • Stress vocabulary!Language objective for every lesson, every class: writing, reading, speaking or listening
  • activity

EL's & E-STEM Presentation Transcript

  • 1. BENEFITS OF E-STEM FORENGLISH LEARNERS Presented by Kristy Otte ISD 197 W. St. Paul, MN
  • 2. 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
  • 3. 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.
  • 4. ACTIVITIESWarm-up discussion- 10 minutesEnglish Learners (ELs) in the U.S. and your schools- 10 minutesBest Practices- 15 minutesE-STEM integration- 20 minutesLesson planning and discussion time- 15 minutes
  • 5. 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!
  • 6. 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
  • 7. ACTIVITYAnticipation Guide- use socrative or see handoutm.socrative.com (real- time clicker)True or False?
  • 8. QUESTION #1Students who are learning English at my school get what they need to succeed.
  • 9. QUESTION #2Teachers at my school differentiate instruction to meet the needs of English learners.
  • 10. QUESTION #3Teachers at my school have the resources needed to provide appropriate and effective instruction for English learners.
  • 11. QUESTION #4The curriculum in most subject areas in my school works for students who are English Learners.
  • 12. QUESTION #5 Short answer: What does my school need to improve in the teaching of English learners?
  • 13. 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
  • 14. BEST PRACTICES FOR ELS Scaffolding Bilingual support Comprehensible input Strategy based learning Visuals Alternate assessments Cooperative learning
  • 15. IMPORTANCE OF LANGUAGE USE Language of the content area (vocabulary, technical writing, speaking)  Aspects of language taught in content areas Academic language is crucial
  • 16. E-STEM INTEGRATION
  • 17. WHY E-STEM SUPPORTS LEARNINGFOR ELS Hands-on Inquiry based Authentic Experiential Innovative Experimental
  • 18. 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
  • 19. ENVIRONMENT Observatory Cooperative Visual Meaningful Fun! Imperative
  • 20. OPPORTUNITIES IN “E” OF E-STEMContribute to upkeep and beauty of communityProtect local habitatsIncrease student appreciation of the natural worldIncrease student awareness of the threats to our environmentImprove the nature in our school, city, stateAdvocateAct as change agents / environmental stewards
  • 21. 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
  • 22. 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
  • 23. 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)
  • 24. RESOURCES FOR TECHNOLOGY INTHE CLASSROOM www.socrative.com www.edmodo.com www.schoology.com www.prometheanplanet.com www.discoveryeducation.com
  • 25. ENGINEERING Authentic Constructive Creative Hands- on, active Exploratory Meaningful
  • 26. MATH Demonstrations Hands- on manipulatives Graphic organizers Technical vocabulary Challenges:  Word problems require higher level of English proficiency  Activating prior knowledge
  • 27. “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
  • 28. METHODS SIOP or sheltered instruction (SI)  Scaffolds in place  Activate prior knowledge Co-taught classes (ESL teacher with content area teacher) Multilingual approach
  • 29. LESSON IDEAS AND ACTIVITIES SIOP lesson plan that includes  content AND language objectives  HOTS  key vocabulary  visuals  authentic assessment  wrap -up
  • 30. 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!
  • 31. 4 SQUARES ACTIVITYStrongly agreeAgreeDisagreeNot sure yet
  • 32.  I feel more comfortable with ideas behind E-STEM.
  • 33. I understand how E-STEM can help ELs.
  • 34. I can think of 3 ways to use E- STEM ideas for a lesson with ELs.
  • 35. TASKWhat are 3 things you could do to implement E-STEM in a class with English Learners?WHIP
  • 36. 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/
  • 37. 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.
  • 38. THANK YOU! Contact: Kristy.Otte@isd197.org  Heritage Middle School  West Saint Paul, MN 55118