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2018-2019 UGA/COSTA RICA IC INTERNATIONAL COLLABORATION
PROJECT OVERVIEW
Paula J. Mellom, PhD
Jodi P. Weber, EdS
Rebecca K. Hixon, PhD
Diego Boada, MEd
Costa Rica
April 6, 2018
Center for Latino Achievement and Success in Education
(CLASE)
Informational Meeting
The CLASE
Professional
Development
Team
• Dr. Mellom lived and taught in Costa Rica for 10 years
• Taught a Study Abroad for 12 years that had a service learning component with MEP schools
• Been working with CINDE for 2.5 years to develop the “Two in a Box” project
• Pilot IC teacher collaboration began in 2016 with 7 MEP educators and 9 U.S. middle school teachers
Pilot Results:
• Increased English Aquisition (reported by teachers and MEP)
• Increased Student Motivation (CLASE study)
• Community of Practice between US and CR Teachers/Students
• Bank of Lessons (on the Platform)
University of Georgia/Costa Rica Partnership: A Bit of History
Dirección Regional de
Educación Institución Educativa Nombre del docente Niveles
San José Norte Escuela Cedros de Montes de Oca Viridiana Alvarado Bejarano
Cartago CTP Ing. Mario Quirós Sasso Aldo Enrique Sanabria
Cedeño
10th, 11th, 12th
Heredia CTP Jesús Ocaña Rojas Álvaro Enrique Cortés
González
10th, 11th, 12th
San José Norte Liceo Experimental Bilingüe de
Moravia
Verónica Ramírez Agüero 7th
San José Norte Escuela de Coronado Kristine Gamboa Cordero 3rd, 4th, 6th
San José Central Escuela Central de San Sebastián Jonathan Elizondo Mejías 2nd, 6th
Dirección
Desarrollo
Curricular
Departamento de Primero y Segundo
Ciclos
Yaudy Ramírez Vásquez Asesora Nacional de
Inglés
Pilot Project - Participants
Traditional Language Teaching Tends To Be:
• Decontextualized
• Large groups – limited individual language practice
• Grammar Translation –limited applied usage
Traditional Language Teaching vs.
Instructional Conversations
Instructional Conversations: • Multiplies speaking time around
meaningful topics in small groups
• Offers space for teachers to formatively
assess and differentiate
• Increases teacher and student
collaboration and student autonomy
• Provide a framework for applied,
meaningful language learning and
practice embedded in contextualized
content
The Instructional Conversation (IC) Pedagogy
•Initially developed by the University of
California Berkeley’s Center for
Research on Education, Diversity &
Excellence (CREDE)
•Anchored in both sociocultural and
cognitive-developmental theory
(Tharp & Gallimore,1988).
•Supported by four decades of multi-method, quasi-experimental
research and CLASE’s randomized controlled trial.
Mellom, Gokee, Weber,
2017
The Arch of Collaborative
Conversation-Based
Instruction
What is it?
• Research-Based System for
Collaborative Conversation-
Based Instruction
• Tools for Practical Application
• How to Teach Content and
Language together
Student Testimony
UGA/Costa Rica International
Instructional Conversation Project Proposal
Overarching Goal: To partner with various stakeholders to
leverage previous work and expand and extend ICs in Costa Rica to
improve English and content education.
The Project has three specific objectives:
1) To provide a 30-hour Foundational Training in Instructional
Conversation (IC)
2) To open spaces for Collaboration and Cultural Exchange
3) To create a Sustainable Professional Learning Community
Objective #1: Foundational Training
To provide a 30-hour Foundational Training in Instructional
Conversation (IC)
● 30-hour (4 days) at the UGA Costa Rica Campus in San
Luis de Monteverde (August 24-27 + travel)
● Theoretical grounding in the Instructional Conversation (IC)
pedagogy
● Provides opportunities to practice and design IC lessons
using teachers’ curriculum
Objective #2: International Collaboration and Cultural Exchange
To open spaces for Collaboration and Cultural Exchange among
teachers from U.S. and Costa Rica including:
● Technical High School English Teachers from Costa Rican public schools
● Technical High School Teachers from at least two counties in Georgia
● Peace Corp volunteers in Costa Rica
● English Language Fellow and Fulbright English Teaching Assistants based
at the U.S. Embassy in Costa Rica
Teachers would be chosen and intentionally paired based on content specialty
(i.e. A teacher of English from a Technical School with Culinary Arts in Costa
Rica would be paired with a Culinary Arts teacher from Georgia)
Objective #3: Online Professional Learning Community
To create a Sustainable Professional Learning Community
mediated through the CLASE IC Online Platform:
● Resources (teacher lesson plans, training videos, etc.)
● Follow-up PD (online learning labs, teacher forums,
coaching, webinars)
● Virtual classrooms for teacher and student collaborative work
and exchange
Training Location
https://www.youtube.com/watch?v=VLK8edB4siE&feature=youtu.be
IC Teacher Community of Practice Online Platform
School Districts in Georgia with
Teachers Trained By Spring 2018https://drive.google.com/open?id=188qgM0oc9Pb_rtp5A8B1GZMGWW1A66lP&usp=sharing
•418 educators
•100+ schools from 34 districts in Georgia
•7 members from out of state or
international
•Members of the CLASE Platform teach in a variety of
content areas including Art, ELA, ESOL, Math, Physical
Education, Science, Social Studies, Spanish, Gifted and
Special Education
Activity Purpose
Participate in a 30-hour foundational
training in the IC pedagogy with
opportunities to practice and design
IC lessons - scheduled for August 23-
28, 2018 at the UGA Costa Rica
campus in San Luis de Monteverde
● To give teachers the tools necessary to sustainably plan and implement
Instructional Conversations (ICs) in their classrooms
● To open spaces for collaboration and cultural exchange among the
teacher participants from the different stakeholder groups (and their
students)
Actively participate in various follow-
up PD activities on the Online
Platform (i.e. online webinars,
teacher forums, learning labs, etc.)
● To create a sustainable Professional Learning Community mediated
through the CLASE instructional Conversation Online Platform
● To offer a space for continuous support in implementing IC-JPAs in your
classroom
Collaboratively create and upload IC-
JPA lessons with partner teachers
(within schools, across schools and
internationally) utilizing the Online
Platform
● To offer opportunities for virtual cultural collaboration and exchange for
both the teachers and their students
● To strengthen content and English language learning in both Georgia
and Costa Rican Classrooms
Regularly implement IC lessons in
the classroom and videotape at
least 2 per semester (a total of 4)
● To strengthen content and English language learning in both Georgia
and Costa Rican Classrooms
● To provide non-evaluative feedback to strengthen practice
Year-Long MEP/District/Participant Commitment
Stakeholder Joint Productive Activity
Instructional Goal: to explore the different stakeholders’ goals for the
project
Task Instructions within your stakeholder groups:
● Discuss what you have heard about ICs and the Project
● Reflect on your own goals for English education in Costa Rica and your
organization’s mission statement,
● Create a four-column chart considering the following for your group How would the Project help meet your organization’s Goals?
Strengths you bring to the Project...
Questions you have about the Project...
Needs you identify for the Project...
Norms and GoalsGenerally we set Norms and Goals but today as we work
we’d ask that you consider:
• What norms for conversation are necessary for a
successful meeting where all voices are heard?
• How should we treat each other (speak, act, interact) to
come to consensus on a path forward toward shared
goals?
• What personal challenges do you have in group meetings
(i.e. talk too much, interrupt, don’t talk)?
• What goal might you set (i.e. invite others, share)?
Stakeholder Joint Productive Activity
Instructional Goal: to explore the different stakeholders’ goals for the
project
Task Instructions within your stakeholder groups:
● Discuss what you have heard about ICs and the Project
● Reflect on your own goals for English education in Costa Rica and your
organization’s mission statement,
● Create a four-column chart considering the following for your group How would the Project help meet your organization’s Goals?
Strengths you bring to the Project...
Questions you have about the Project...
Needs you identify for the Project...
Debrief and SynthesisChoose one person to introduce your team to the group and share:
• Your team members’ names
• What group you represent
• Your chart
What Does This Look Like?
Results of Madeline Jones’s M.A. Thesis in Linguistics The Impact of EFL Teacher Motivational Strategies on Student Motivation to Learn English in Costa Rica
Dornyei and Guilloteaux’s (2009) Motivation Orientation of Language Teaching
(MOLT). 1) attitudes towards the course, 2) linguistic self-confidence, 3) L2
classroom anxiety, and 4) external factors
● The results suggests that a teacher who speaks frequently (even if that
speech is designed to be helpful, as with scaffolding) can “get in the way” of
student motivation.
● Highest student motivation rates, as measured by both the student
questionnaires and the video analysis of observable classroom behaviors,
were from classrooms where teachers implemented ICs with fidelity.
Conclusion: When teachers speak less and, instead, facilitate
collaborative, challenging activities that encourage deep discussion,
motivation and language achievement improves