For Andrea and Aarthi:
What are the best practices / initiatives we want to achieve / implement in order to fulfil our mission?
What are the best practices / models for inclusion of all students and integration of all students and integration of content?
How do we incorporate inquiry based learning in all classes?
How do we implement the rubric Pre-K to G 12?
What programs, what habits, technologies are going to be necessary for the children
p3 + ...12
to be a successful, member of society?.....Gini Rojas, EAL audit, Richard Villa
Persons to be contacted:
Gini Rojas (EAL consultant)
Rich Villas (Co Teaching consultant)
Madeline asstsuperintendent@asbindia.org
Gail - gseay@asd.edu.qa
Books
-UBD (To be checked)
Scaffolding Language Learning: Teaching Language Learners in the Mainstream
Classroom By Pauline Gibbons (Foreword Jim Cummins)
Special Education Considerations for Language Learners
Differentiating Instruction using UBD
Stefania adds (what other schools do):
http://ell.mpls.k12.mn.us/home.html
Inclusion References
Clegg, J. (Ed.). (1996). Mainstreaming ESL: Case studies in integrating ESL into the mainstream curriculum, Multilingual Matters.
Garcia, E, E. & Frede, E.C. (2010). (Eds.). Young English language learners: Current research and emerging directions for practice and policy, Teachers College.
Hakuta, K. & Santos, M. (Co-Chairs) et al (2012). Understanding Language: Language, Literacy, and Learning in the Content Areas. Available: http://ell.stanford.edu/leadership.
Honigsfeld, A. & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners, Corwin Press.
Zacarian, D. (2011). Transforming schools for English learners:
A comprehensive framework for school leaders. Corwin Press.
from Teaching English Language Learners by Claude Goldenberg
ReplyDelete- bilingual education seems to work well: the first language can be taught before or at the same time as English because it promotes reading in English
-children need help in transferring what they know in their first language to learning in English. Teachers should be aware of students' previous knowledge to allow this transfer.
-useful adjustments: a) familiar content (from personal or previous knowledge; or exposition to content through experience before reading a text). b) vocabulary instruction: visuals and repetitions; see words in different contexts
- ELL need intensive oral language development which must be in addition to content instruction; beginners need more scaffolding
BEST PRACTICES
-collaborative teaching in multilingual school: content and language teachers work together so that help can be given in structuring basic content knowledge before going on with more difficult tasks, reinforcing language use
-Jolly Phonics
-Project based learning
http://www.bie.org/videos/video/project_based_learning_explained
- IB (promotes intercultural understanding and respect, encourages students to become compassionate and lifelong learners)