ELD instructional strategies in the teaching of science to english learners. Presentation by Meryl Bravo

1. English Language DeveloopmentEnglish Language Develoopment
Instructional StrategiesInstructional Strategies
In the Teaching of Science toIn the Teaching of Science to
English LearnersEnglish Learners
EELB 636EELB 636
Meryl V. BravoMeryl V. Bravo

2. General Statement of ProblemGeneral Statement of Problem
Given the increasing percentage ofGiven the increasing percentage of
English learners in our nation's schools,English learners in our nation's schools,
there is a need to promote teacherthere is a need to promote teacher
change, especially in the use ofchange, especially in the use of
instructional strategies that areinstructional strategies that are
appropriate for English learners.appropriate for English learners.

3. Research QuestionResearch Question
What are some English LanguageWhat are some English Language
Development Instructional Strategies usedDevelopment Instructional Strategies used
by Science teachers?by Science teachers?

4. Significance of the Proposed StudySignificance of the Proposed Study
In order to meet the needs of the growingIn order to meet the needs of the growing
numbers of English learners in ournumbers of English learners in our
elementary schools, it is imperative toelementary schools, it is imperative to
identify English Language Developmentidentify English Language Development
instructional strategies that will increaseinstructional strategies that will increase
science achievement for English learners.science achievement for English learners.

5. Design & MethodologyDesign & Methodology
A survey that lists the twelve ELD strategies: Advanced organizers, leveledA survey that lists the twelve ELD strategies: Advanced organizers, leveled
questions, modeled talk, multiple intelligence strategies, Realia Strategies,questions, modeled talk, multiple intelligence strategies, Realia Strategies,
Visual Scaffolding, Academic language scaffolding, collaborative learning,Visual Scaffolding, Academic language scaffolding, collaborative learning,
generating interaction between Schemata and Text, manipulative strategies,generating interaction between Schemata and Text, manipulative strategies,
partner work, performance sampling. For each strategy used the teacherspartner work, performance sampling. For each strategy used the teachers
will answer the following questions:will answer the following questions:
The survey asked teachers to pick a set of 5 ELD strategies from the listThe survey asked teachers to pick a set of 5 ELD strategies from the list
and to rank order them from the most often used strategy to the least oftenand to rank order them from the most often used strategy to the least often
used and a second ranking for the most effective to least effective ELDused and a second ranking for the most effective to least effective ELD
strategy.strategy.
The survey will then ask out of the 5 ELD strategies that was most effective:The survey will then ask out of the 5 ELD strategies that was most effective:
How were the students engaged in the strategy?How were the students engaged in the strategy?
How did the strategy enhance the teaching of science?How did the strategy enhance the teaching of science?
Analyze questionnaire responses by categorizing and finding commonAnalyze questionnaire responses by categorizing and finding common
themes.themes.

6. Data CollectionData Collection
Subjects - For this study, 31 participants wereSubjects - For this study, 31 participants were
surveyed. The participants were 13 elementary,surveyed. The participants were 13 elementary,
13 middle school, and 8 high school Science13 middle school, and 8 high school Science
teachers from various school districts. Someteachers from various school districts. Some
teachers taught more than one grade level. Theteachers taught more than one grade level. The
majority of the participants were graduatemajority of the participants were graduate
students in a CSUSB Masters of Educationstudents in a CSUSB Masters of Education
Program currently teaching. The ten that wereProgram currently teaching. The ten that were
not in the Masters program were current andnot in the Masters program were current and
experienced Science teachers.experienced Science teachers.
Microsoft Excel – Tally ResponsesMicrosoft Excel – Tally Responses

7. ELD Strategies Survey for Science TeachersELD Strategies Survey for Science Teachers
STEP 1:STEP 1: Circle 5 of the twelve ELD strategies you often use.Circle 5 of the twelve ELD strategies you often use. Then rank from 1 to 5 the fiveThen rank from 1 to 5 the five
strategies you circled by putting 1 being most effective and 5 being least effectivestrategies you circled by putting 1 being most effective and 5 being least effective
STEP 2:STEP 2: Answer the following questions for the strategy you found to be most effective:Answer the following questions for the strategy you found to be most effective:
a) What grade level do you teach?a) What grade level do you teach?
b) How were the students engaged in the strategy?b) How were the students engaged in the strategy?
c) How did the strategy enhance the teaching of science?c) How did the strategy enhance the teaching of science?
________1.________1. Advance OrganizersAdvance Organizers. The teacher uses science concept maps, KWL charts,. The teacher uses science concept maps, KWL charts,
concept webs that help English Learners' make the connection between existing knowledge andconcept webs that help English Learners' make the connection between existing knowledge and
new concepts to be learned.new concepts to be learned.
________2.________2. Leveled Questions.Leveled Questions. The teacher adapts the level of questions asked to the EnglishThe teacher adapts the level of questions asked to the English
Learners' language acquisition stage.Learners' language acquisition stage.
________3.________3. Modeled TalkModeled Talk. The teacher uses concurrent verbal explanation and physical. The teacher uses concurrent verbal explanation and physical
demonstration of directions or concepts by using gestures, visuals, and demonstrations whiledemonstration of directions or concepts by using gestures, visuals, and demonstrations while
giving directions.giving directions.
________4________4. Multiple Intelligence Strategies. Multiple Intelligence Strategies. The teacher employs instructional techniques that. The teacher employs instructional techniques that
address the multiple intelligences present in each student, as identified by Howard Gardner.address the multiple intelligences present in each student, as identified by Howard Gardner.
________5.________5. Realia Strategies.Realia Strategies. The teacher uses concrete objects, illustrations, or photographsThe teacher uses concrete objects, illustrations, or photographs
to build background knowledge and vocabulary.to build background knowledge and vocabulary.
________6.________6. Visual Scaffolding.Visual Scaffolding. The teacher simultaneously displays drawings or photographsThe teacher simultaneously displays drawings or photographs
while giving directions.while giving directions.
________7.________7. Academic Language Scaffolding.Academic Language Scaffolding. Students identify science vocabulary byStudents identify science vocabulary by
participating in an introductory activity.participating in an introductory activity.
________8.________8. Collaborative Learning.Collaborative Learning. Students work together in a group setting to complete aStudents work together in a group setting to complete a
task.task.
________9.________9. Generating Interaction between Schemata and Text (GIST).Generating Interaction between Schemata and Text (GIST). Students silentlyStudents silently
read a section of the text within a group setting, working collaboratively to generate one sentenceread a section of the text within a group setting, working collaboratively to generate one sentence
that summarizes that section of the text, which they then record on paper.that summarizes that section of the text, which they then record on paper.
________10.________10. Manipulative StrategiesManipulative Strategies. Students use manipulatives, materials, concrete models.. Students use manipulatives, materials, concrete models.
________11________11. Partner Work.. Partner Work. Students are provided the opportunity to work with a partner.Students are provided the opportunity to work with a partner.
________12.________12. Performance SamplingPerformance Sampling. Students are observed in the process of accomplishing. Students are observed in the process of accomplishing
academic tasks; a form of authentic assessment.academic tasks; a form of authentic assessment.

8. Data ResultsData Results
Collaborative Learning (74%)Collaborative Learning (74%)
Realia Strategies (71%)Realia Strategies (71%)
Advance Organizers (61%)Advance Organizers (61%)
Partner Work (58%)Partner Work (58%)
Modeled Talk (51%)Modeled Talk (51%)
Manipulative Strategies (45%)Manipulative Strategies (45%)
Visual Scaffolding (45%)Visual Scaffolding (45%)
Multiple Intelligence Strategies (35%)Multiple Intelligence Strategies (35%)
Leveled Questions (32%)Leveled Questions (32%)
Academic Language Scaffolding (29%)Academic Language Scaffolding (29%)
Performance Sampling (16%)Performance Sampling (16%)
Generating Interaction between Schemata and Text (GIST) (0%)Generating Interaction between Schemata and Text (GIST) (0%)

9. Ranked to beRanked to be
Most Effective ELD StrategyMost Effective ELD Strategy
1 Advance Organizers (19%)1 Advance Organizers (19%)
2 Realia Strategy (16%)2 Realia Strategy (16%)
- with 13% ranking it second most effective- with 13% ranking it second most effective
3 Collaborative Learning (16%)3 Collaborative Learning (16%)
- with 10% ranking it second most effective- with 10% ranking it second most effective
4 Manipulative Strategies (16%)4 Manipulative Strategies (16%)
- with 1% ranking it second most effective- with 1% ranking it second most effective
5 Modeled Talk (10%)5 Modeled Talk (10%)

10. Advance Organizers (19%)Advance Organizers (19%)
Teachers found it to be most effective to use scienceTeachers found it to be most effective to use science
concept maps, KWL charts, concept webs to helpconcept maps, KWL charts, concept webs to help
English Learners’ make the connection between existingEnglish Learners’ make the connection between existing
knowledge and new concepts to be learned.knowledge and new concepts to be learned.
introduce vocabulary and new concepts,introduce vocabulary and new concepts,
Encourage the use of prior knowledge to enhance theirEncourage the use of prior knowledge to enhance their
interest.interest.
It set up a framework for the ELL students to processIt set up a framework for the ELL students to process
their thinking. return to the organizers as a reference.their thinking. return to the organizers as a reference.
ELL students are able to process the information moreELL students are able to process the information more
easily through the organization of charts.easily through the organization of charts.

11. Realia Strategy (16%)Realia Strategy (16%)
Use of concrete objects, illustrations, orUse of concrete objects, illustrations, or
photographs to build background knowledge andphotographs to build background knowledge and
vocabulary.vocabulary.
This teaching technique promoted discussionThis teaching technique promoted discussion
among the students as they were able toamong the students as they were able to
visualize the concept that was being learned.visualize the concept that was being learned.
The teachers found that the students showedThe teachers found that the students showed
more participationmore participation
Making the lesson tangible through the sensesMaking the lesson tangible through the senses
allowed the students to make the concepts inallowed the students to make the concepts in
their mind more concrete and visual.their mind more concrete and visual.

12. Collaborative Learning (16%)Collaborative Learning (16%)
The strategy allowed students to workThe strategy allowed students to work
together in a group setting to complete atogether in a group setting to complete a
task.task.
Accountability of KnowledgeAccountability of Knowledge
Teach each other the conceptTeach each other the concept
See Peer’s perspectiveSee Peer’s perspective
Informal Assessment for TeacherInformal Assessment for Teacher

13. 4 Manipulative Strategies (16%)4 Manipulative Strategies (16%)
The use of manipulatives, materials, and concreteThe use of manipulatives, materials, and concrete
modelsmodels
provided hands on experience of the concept they wereprovided hands on experience of the concept they were
learning.learning.
The opportunity to hold objects and explore the conceptThe opportunity to hold objects and explore the concept
through the senses was most engagingthrough the senses was most engaging
retain the information most effectively.retain the information most effectively.
actively involved and play with the objects they areactively involved and play with the objects they are
learning about, making it an enjoyable learninglearning about, making it an enjoyable learning
experience.experience.
Tangible objects made the science concepts moreTangible objects made the science concepts more
understandable for the students.understandable for the students.

14. 5 Modeled Talk (10%)5 Modeled Talk (10%)
use concurrent verbal explanation and physicaluse concurrent verbal explanation and physical
demonstration of directions or concepts by usingdemonstration of directions or concepts by using
gestures, visuals, and demonstrations whilegestures, visuals, and demonstrations while
giving directions.giving directions.
The students are engaged and findThe students are engaged and find
entertainment in watching their teacher or peersentertainment in watching their teacher or peers
act out the concepts.act out the concepts.
It is a powerful attention-getter, and increasesIt is a powerful attention-getter, and increases
their interest and motivation in learning thetheir interest and motivation in learning the
concepts.concepts.
Science in action and motion and is a form ofScience in action and motion and is a form of
visual learningvisual learning

15. ConclusionConclusion
The study identified five most commonly usedThe study identified five most commonly used
instructional strategies by Science teachers ininstructional strategies by Science teachers in
elementary, middle school and high school classrooms:elementary, middle school and high school classrooms:
Collaborative Learning, Realia Strategies, AdvanceCollaborative Learning, Realia Strategies, Advance
Organizers, Partner Work and Modeled Talk.Organizers, Partner Work and Modeled Talk.
Clarified four of the most commonly used strategiesClarified four of the most commonly used strategies
ranked as being most effective in the classroom:ranked as being most effective in the classroom:
Collaborative Learning, Realia Strategies, AdvanceCollaborative Learning, Realia Strategies, Advance
Organizers, and Modeled Talk.Organizers, and Modeled Talk.
Useful for Educators who are dedicated to working withUseful for Educators who are dedicated to working with
ELL in achieving knowledge in the Sciences.ELL in achieving knowledge in the Sciences.