This presentation provided information on integrating E-STEM curriculum to benefit English learners. It outlined that E-STEM is hands-on, inquiry-based, and experiential, which supports ELs' learning needs. Best practices for ELs like scaffolding and visuals were discussed. The presentation also provided example lesson ideas that incorporated both content and language objectives for ELs and used techniques like SIOP. Attendees learned about using technologies, field experiences, and inquiry-based learning to engage ELs in E-STEM topics.

1. BENEFITS OF E-STEM FOR
ENGLISH 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 in
public schools increased from 3.5 million to 5.3 million, or
by 51 percent

8. ACTIVITY
Anticipation Guide- use socrative or see
handout
m.socrative.com (real- time clicker)
True or False?

9. QUESTION #1
Students who are learning English at my
school get what they need to succeed.

10. QUESTION #2
Teachers at my school differentiate
instruction to meet the needs of English
learners.

11. QUESTION #3
Teachers at my school have the resources
needed to provide appropriate and effective
instruction for English learners.

12. QUESTION #4
The curriculum in most subject areas in my
school works for students who are English
Learners.

13. QUESTION #5
 Short answer:
What does my school need to improve in the
teaching of English learners?

14. CHALLENGES IN OUR SCHOOL FOR
ELS
 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

15. BEST PRACTICES FOR ELS
 Scaffolding
 Bilingual support
 Comprehensible input
 Strategy based learning
 Visuals
 Alternate assessments
 Cooperative learning

16. IMPORTANCE OF LANGUAGE USE
 Language of the content area (vocabulary, technical writing,
speaking)
 Aspects of language taught in content areas
 Academic language is crucial

17. E-STEM INTEGRATION

18. WHY E-STEM SUPPORTS LEARNING
FOR ELS
 Hands-on
 Inquiry based
 Authentic
 Experiential
 Innovative
 Experimental

19. 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

20. ENVIRONMENT
 Observatory
 Cooperative
 Visual
 Meaningful
 Fun!
 Imperative

21. 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

22. ENVIRONMENTAL EXPERIENCES FOR
HERITAGE MIDDLE SCHOOL
STUDENTS
 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

23. 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

24. 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)

25. RESOURCES FOR TECHNOLOGY IN
THE CLASSROOM
 www.socrative.com
 www.edmodo.com
 www.schoology.com
 www.prometheanplanet.com
 www.discoveryeducation.com

26. ENGINEERING
 Authentic
 Constructive
 Creative
 Hands- on, active
 Exploratory
 Meaningful

27. MATH
 Demonstrations
 Hands- on manipulatives
 Graphic organizers
 Technical vocabulary
 Challenges:
 Word problems require higher level of English proficiency
 Activating prior knowledge

28. “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

29. METHODS
 SIOP or sheltered instruction (SI)
 Scaffolds in place
 Activate prior knowledge
 Co-taught classes (ESL teacher with content area teacher)
 Multilingual approach

30. LESSON IDEAS AND ACTIVITIES
 SIOP lesson plan that includes
 content AND language objectives
 HOTS
 key vocabulary
 visuals
 authentic assessment
 wrap -up

31. 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!

32. 4 SQUARES ACTIVITY
Strongly agree
Agree
Disagree
Not sure yet

33.  I feel more comfortable with ideas
behind E-STEM.

34. I understand how E-STEM can help
ELs.

35. I can think of 3 ways to use E-
STEM ideas for a lesson with ELs.

36. TASK
What are 3 things you could do
to implement E-STEM in a class
with English Learners?
WHIP

37. 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/

38. 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.

39. THANK YOU!
 Contact: Kristy.Otte@isd197.org
 Heritage Middle School
 West Saint Paul, MN 55118