16-3-25.CABE.STANFORD.SFUSD.pptx

March 25, 2016
Stanford/SFUSD Partnership Meeting
Stanford, CA
Building Capacity for Professional
Learning of English Language

Welcome and Introductions
Angie Estonina, SFUSD C&I Multilingual Pathways Department
Neil Hasser, Doctoral Student
Lisa Kwong, SFUSD C&I Multilingual Pathways Department
Jeff Zwiers, Stanford University, Senior Researcher
Understanding Language/SCALEStanford/SFUSD Partnership

That’s Me!
If the statement applies to you, stand up and shout out “That’s Me!”
Speak another/other language(s) other than English.
My role: district or site administrator, teacher support, classroom
teacher, paraeducators, other support staff
Years in education: Brand New, 1-5 years, 5-15 years, 15 -25, 25+
I work with English Learners.
I am/was an English Learner myself.
I want to help improve language instruction for English Learners.

3 Minute Greeting
1. Everyone stand up and connect with as many colleagues as
you can within the time given.
2. Share: name, role, and your understanding of Designated and
Integrated ELD.
3. Observe how your idea changes with each partner exchange.
Stronger! Clearer!

SFUSD Students
Of our 54,000 TK-12 Students:
● 65 different languages spoken
● Total ELs = 14,697 (27%)
○ Newcomers (0-2 years) = 3,379
○ Developing (2-5 years)= 6,924
○ LTEL (5+years) = 3,400
○ ELs with IEPs = 2,280

New Standards: Overhauling the Teaching of ELD
LESS MORE
Individual
memorization of word
meanings and using
language for points
Using language to
collaborate,
understand,
communicate, & build
whole ideas

Designated & Integrated ELD
Designated Integrated
Language
development is the
main goal of lessons;
rich and engaging
content supports the
development of
language. Students
are grouped by
proficiency level.
Content
development is the
main goal of
lessons, with
language being a
close—and
vital—secondary
focus.
Authentic and
engaged
communication is
the best way to
learn and
remember
language and
content.

How to go from…
Compliance Commitment
Capacity
Building

Challenges Create Opportunity for SFUSD
• Current State: ELD ambiguity and atrophy
• Number of K-5 & K-8 schools served by MPD: 72

Guiding Research Question
What aspects of teacher
knowledge and practice changed,
if at all, as a result of a
multidimensional model of
professional development
focused on designated and
integrated ELD?

What is a MOOC?
- MOOC stands for Massive Online
Open Course that’s free
- offers access to high quality
university lectures
- unlimited enrollment from
around the world
- a hybrid model of online learning
and face-to-face interactions
Understanding Language

Online Sessions (every 3-4 weeks)
1. Communication-Focused
Listening & Watching
Speaking
Reading & Viewing
4. Communication-Focused Writing
5. Communication-Focused Conversing
Understanding LanguageDesignated ELD MOOC

Each session included:
1. Webcast
2. Videos
3. Readings
4. Assignments

Scope of Project?
WHAT WHO
● Hybrid professional learning
model with:
○ 5 online modules
○ 4 face-to-face meetings
● FALL: Designated ELD: 3 Key
Features for
Communication
● SPRING: Integrated ELD:
Content Conversations
● Classroom teachers
● Site support teachers and
coaches
● Cross department central
office content specialists
● Site based and central
office administrators

Communication Features
for Designing Activities
FEATURE 1 – Useful & Engaging Purpose: In the activity,
students use language to do something meaningful and
engaging (beyond just to answer questions or get points); the
activity prepares students to use language for academic
purposes.
FEATURE 2 - Information Gap: In the activity, students
get or give information that they want, need, and don’t
have.
FEATURE 3 - Attention to Language in service of
communication: In the activity, there is extra teaching
and assessment focused on improving how language is
used. This includes structuring interactions, modeling,
practicing, giving feedback, and/or scaffolding.

Communicativeness Design & Observation
Tool (CDOT) – Video Analysis
Activity: Using the CDOT tool, can you
identify the 3 features in the following
Designated ELD lesson?

Lesson Revision
Activity: Work in triads to help revise a
traditional ELD lesson to incorporate the 3 key
features.

Stanford Team

Research Questions

Research Methods
• Analysis of MOOC assignments
• Pre- & Post- Surveys
• Classroom observations
• Teacher interviews
• Live Session Surveys

DATA ANALYSIS: Classroom Observations
• Enga

DATA ANALYSIS: Interviews

Results– Just Starting Analysis

Engaging/Purpose:
• High interest topics + info. Gap correlated
with student engagement
• Structured S:S talk w/ focus on articulating
opinions correlated w/ higher engagement
• Integrating deeper, underlying purpose into
activity more challenging for many

• Info. Gap– 2 basic types observed:
• Students need info. held by
teacher
• Student pairs each had info.
needed by a partner–
• The above seemed more successful
than 1st
one

• Attention to language:
• Many valued creating more time/space
for S:S structured interactions & less
teacher talk
• Instances of more student use of
language correlated with multifaceted
strategies from T.

DATA ANALYSIS: 30- Min. Interviews
• Engaging/ purpose:
• Deeper underlying purpose a challenge
• More time built in for S:S conversation, the
more engaged students seemed
• Info. Gap: New concept– appreciated its
inclusion in structuring activities
• Attention to language:
• Many found more teacher modeling correlated
with more students using language
• Harder to get students to USE scaffolds in S:S talk

Now What?
• Continue symbiotic benefits of collaboration
between educators and researchers
• Morph live sessions into PLCs that focus on MOOC
topics
• Offer MOOC’s as an option for high quality
professional development
• Bring colleagues across curricula together

Final Word from Jeff Zwiers
Many students are in dire need of
authentic practice in using language to
communicate. Their brains are wired to
use language to engage, learn, describe,
and build ideas with others. We owe it to
them to make the most of the precious
minutes we have with them
in class. Good luck!

16-3-25.CABE.STANFORD.SFUSD.pptx

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