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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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