Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
CCRS, ELs, and the Changing Roel of the ESL EducatorJohn Segota
The development of College- and Career-Ready Standards (CCRS) presents a new educational paradigm in the United States. However, many questions remain about the impact upon English learners (ELs) and English as a Second Language (ESL) educators. This presentation highlights the work of TESOL International Association in exploring this issue, and examines the changing role of ESL educators in this new era that presents opportunities for ESL and bilingual specialists. Presentation from the 2016 International Literacy Association Conference.
Advancing Teacher Leadership Through Advocacy - Ohio TESOL 2015John Segota
All educators play a critical role in improving the lives of their students, however this is especially true for educators in the TESOL field. Advocacy is at the core of being a TESOL educator, but what is the best way to be an effective advocate for students and programs? This presentation will discuss how TESOL educators can answer the call for advocacy, and identify ways that educators can shape the policies that impact their programs, their jobs, and their students’ lives.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
CCRS, ELs, and the Changing Roel of the ESL EducatorJohn Segota
The development of College- and Career-Ready Standards (CCRS) presents a new educational paradigm in the United States. However, many questions remain about the impact upon English learners (ELs) and English as a Second Language (ESL) educators. This presentation highlights the work of TESOL International Association in exploring this issue, and examines the changing role of ESL educators in this new era that presents opportunities for ESL and bilingual specialists. Presentation from the 2016 International Literacy Association Conference.
Advancing Teacher Leadership Through Advocacy - Ohio TESOL 2015John Segota
All educators play a critical role in improving the lives of their students, however this is especially true for educators in the TESOL field. Advocacy is at the core of being a TESOL educator, but what is the best way to be an effective advocate for students and programs? This presentation will discuss how TESOL educators can answer the call for advocacy, and identify ways that educators can shape the policies that impact their programs, their jobs, and their students’ lives.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. The Challenge of Changing Communities:
Preparing All Teachers
Project EXCELL:
• 2007 National Professional Development Grant
U.S. Department of Education, Office of English
Language Acquisition (OELA)
• Purpose: To better prepare all teachers to work with
English Language Learners
• Partnership between UMKC School of Education and
North Kansas City Schools, with technical assistance
provided by the Center for Applied Linguistics
Project EXCELL
3. Project EXCELL Goals:
1. To improve UMKC’s teacher
education programs in order
to better prepare all faculty
and teachers to provide
effective instruction to LEP
students.
2. To improve the effectiveness
of educational personnel
working with LEP students in
NKCS through high-quality
professional development.
3. To improve LEP students’
academic achievement and
English language acquisition.
4. By the Numbers:
• Funding for five years
• 2007- 2012
• 2013: Year 6 extension
• $300,000 per year
• $1.5 million total
Project EXCELL
5. NKC Schools
CAL
Consultants
ELL Faculty Inservice
and Syllabus Revision
Teacher
Training
Grant
Coordination
Project EXCELL
Collaboration Model
Project EXCELL
6. Project EXCELL at UMKC
Goal 1: To improve UMKC’s teacher
education programs in order to
better prepare all faculty and
teachers to provide effective
instruction to LEP students.
Objectives:
• Faculty will participate in PD related to best
practices for LEP students
• Faculty will incorporate ELL strategies and
concepts into instruction
• Faculty will revise syllabi to reflect ELL
content and strategies
• Course development and revision
• Placement of pre-service teachers in
settings with LEP students and ELL trained
teachers
How Accomplish:
• CAL Seminars
• Language Leaders-Faculty Advisory Group
• Multicultural Wednesdays
• Guest Lectures
• Development of new endorsement
sequence and other courses
8. Project EXCELL in NKCS
Three-tiered professional
development model:
• District-wide
• Individual buildings
• Individual teachers
ELL Master Trainers
Project EXCELL
ELL Building Teams
ELL
Endorsement
Program
9. ELL Master Trainers
• ELL Master Trainers:
• Core group of 12 intensively trained staff
• District Teachers: ELL, Mainstream,
Specialists
• Deliver ELL PD district-wide:
• District Staff Development
• Professional Growth Courses
• Targeted building staff development
• Provide “menu” of ELL training modules
for specific needs in buildings
• Offer at least one ELL PGC course per
semester for district teachers
• Infuse ELL content into all district staff
development
Endorsement
Candidates
ELL Building Teams
ELL Master Trainers
10. ELL Building Teams
• Project EXCELL will train school
teams on strategies to address
ELL student achievement in
individual buildings
• Intensive training on
elementary OR secondary
ELL methods:
• Differentiating instruction
for ELLs
• Sheltered content
instruction
• Cultural considerations
• Assessment of ELLs
Project EXCELL
Endorsement
Candidates
ELL Building
Teams
ELL Master Trainers
11. ELL Building Teams
Objectives:
• Utilize strategies and knowledge gained
through training
• Develop ELL components of School
Improvement Plan and building Staff
Development Plan to increase ELL
student achievement
• Data analysis and consultation with Project
EXCELL Facilitator and other team members
• Opportunities for ongoing consultation during
the five years of the Project as new groups are
brought into the Project
Project EXCELL
Davidson Elementary
Home of the Comets
12. On-Site ELL Endorsement
• 15 NKCS teachers per year are
selected for ELL endorsement
program
• Tuition and materials paid by
Project EXCELL
• Courses are provided at district
locations during release time,
after school and during the
summer
• Courses are delivered through
UMKC adjunct faculty and Center
for Applied Linguistics Instructors
Project EXCELL
Endorsement
Candidates
ELL Building Teams
ELL Master Trainers
13. Practitioner Orientation
• Philosophical orientation of
all courses:
• For working teachers by
working teachers
• Research base for all
courses:
• CAL’s Five Principles of
Sheltered Instruction
• Five Guiding Questions
Project EXCELL
14. On-Site ELL Endorsement Program
Course of Study:
• Spring:
1. Methods of Teaching English to Speakers of Other
Languages
• Six days pulled out with subs
• Location: UMKC Northland Campus
• CAL Instructor
2. Intercultural Communications
• 14 weeks, Monday nights, 4:30-7:15PM
• Location: NKCS admin campus
• UMKC Adjunct
• Summer:
3. Second Language Acquisition
• Six days (8:00-3:30) in July
• Location: Northgate Middle School
• CAL Instructor
• Fall:
4. ESL in the Content Areas
• 14 weeks, Monday nights, 4:30-7:15PM
• Location: NKCS admin campus
• UMKC Adjunct
5. Teaching Reading to ELLs
• Six days pulled out with subs
• Location: UMKC Northland Campus
• CAL Instructor
6. Practicum in TESOL
• Two semester Practicum with class meetings and
regular observations/coaching from instructor
• Location: NKCS locations
• UMKC Adjunct
• Following Spring:
7. Linguistics for ESOL Teachers
• 14 weeks, Monday nights, 4:30-7:15PM
• Location: Crestview Elementary School
• UMKC Adjunct
• Complete Practicum
ELL Master Trainers
Project EXCELL
ELL Building Teams
ELL Endorsed
Teachers
15. The GO TO Strategies:
ScaffoldingOptionsforTeachersof ELLs
• Outgrowth of Project EXCELL and work with
NKCS Principals’ Collaborative Group
• Based on CAL’s Five Principles of Sheltered Instruction
• Authors: Linda New Levine, Laura Lukens, and Betty Ansin
Smallwood
• References all strategies taught to teachers throughout Project
EXCELL
• Scaffolds rigorous instruction for ELLs as Missouri transitions to the
Common Core State Standards
Project EXCELL
16. The GO TO Strategies:
Scaffolding Options for Teachers of ELLs
A “suite” of resources for use in content or ELL
classrooms, plus training modules for teachers:
• Introduction to the GO TO Strategies
• Strategic Teaching and Learning Guided by the Five Principles of
Instruction for ELLs
• Strategies Matrix
• Strategies Inventory
• Strategies Glossary
Project EXCELL
17. Strategic Teaching and Learning Using the
Principles
• Principle 1. Focus on academic language, literacy, and
vocabulary.
• Principle 2. Link background knowledge and culture to
learning.
• Principle 3. Increase comprehensible input and language
output.
• Principle 4. Promote classroom interaction.
• Principle 5. Stimulate higher order thinking and the use
of learning strategies.
19. GO TO Strategies Inventory
The Inventory includes a Table of Contents listing each
strategy according to seven key teaching or learning
purposes. These categories are:
• Community Building Strategies
• Interactive Strategies
• Teaching Strategies
• Student Learning Strategies
• Vocabulary Teaching Strategies
• Reading Strategies
• Writing Strategies
20. GO TO Strategies Glossary
The Glossary lists the strategies
alphabetically:
• Describes each strategy
• Identifies each strategy’s primary purpose
and the ways that the strategy can be
modified for different groups of students
• Provides examples in the form of charts
and graphs to further clarify the strategies
21. Project EXCELL Outcomes
• Over 90% of UMKC School of Education syllabi were revised to
incorporate ELL content
• 59 NKCS teachers earned Missouri ESOL certification
• 4 of these teachers are now ELL teachers in NKCS
• 15 ELL Building Teams were trained
• 12 ELL Master Trainers were trained, who in turn delivered professional
development district-wide
• NKCS ELL curriculum was developed and written
• The GO TO Strategies project was developed and disseminated. Training
modules were delivered in various venues.
• AMAOs 1 and 2 met consistently in district, scores on MAP CA and Math
improving steadily
• Increasing numbers of students transitioning out of ELL program into general
education setting each year
Genesis of the project NKCSTraining principals on CAN DO Descriptors and ACCESS scoresThey wanted a “teacher CAN DO” documentThought about cataloging all the strategies taught throughout the life of PE in one document, starting with a matrix of strategies that could be used with the CAN Dos to scaffold instruction for ELLs across language domains and proficiency levelsThe GO TO Strategies Project is an outcome of the Project EXCELL professional development delivered to the NKCS teachers. It is designed to be used as a reference by classroom teachers of English language learners (ELLs), ELL teachers, special education teachers, principals and other supervisors overseeing the instruction of diverse groups of students in North Kansas City Schools and elsewhere, and for professional development for teachers.
A suite of documents:IntroductionStrategies sorted by principle of instructionStrategies MatrixStrategies InventoryStrategies Glossary
The GO TO Strategies Matrix consists of a one-page chart listing from three to six exemplary strategies for each of the skills of listening, speaking, reading, and writing at five different language proficiency levels. The strategies identified for a specific proficiency level can be modified by teachers for students at other proficiency levels (either lower or higher). The chart is intended to be a quick reference guide for teachers in planning and implementing instructional modifications for ELLs in their content classes. On the back of the matrix, sample strategies are briefly defined to demonstrate how to scaffold instruction for ELLs across the proficiency levels in each language domain.
Individual strategies are described in a two-column chart characterizing the Teacher’s Actions and the Student’s Actions for each strategy. These descriptions help to clarify the instructional context of the strategies. In addition, each strategy is labeled by language proficiency, teaching/learning purpose, and classroom grouping configuration.
