Kara Mitchell Viesca University of Colorado Denver Free, Innovative, Multimedia, Online Resources to Support Professional Learning Communities in Becoming

Kara Mitchell ViescaUniversity of Colorado

Denver

Free, Innovative, Multimedia, Online

Resources to Support Professional Learning

Communities in Becoming Linguistically

Responsive

eCALLMSe-Learning Communities for Academic Language

Learning in Math & Science

Overarching Goal:Support teachers and teacher educators in developing linguistically responsive practices that support multilingual learners language and content development as well as bilingualism/biliteracy development.

$1.9 million dollars over 5 years (2011-2016)U.S. Dept. of Education, Office of English Language

Acquisition

More than “just good teaching”

“Because ELLs are still developing proficiency in English, and because success in school depends on successful use of English, it is not appropriate for teachers to teach ELLs as they would teach students already proficient in English. Teachers must have special knowledge and skills to teach ELLs well” (Lucas, 2011, p. 6).

eCALLMS: Guiding Frameworks

• Linguistically Responsive Teaching• Standards of Effective Pedagogy

Linguistically Responsive Teaching

1. Orientations of Linguistically Responsive Teachers

2. Knowledge and Skills of Linguistically Responsive Teachers

(Lucas & Villegas, 2011)


1. Orientations of Linguistically Responsive Teachersa. Sociolinguistic consciousness

1) Understanding the connection between language, culture, and identity.

2) Awareness of the sociopolitical dimensions of language use and language education.

b. Value for linguistic diversityc. Inclination to advocate for bilingual students



1. Knowledge and Skills of Linguistically Responsive Teachersa. Learning about bilingual students’ language

backgrounds, experiences, and proficiencies.b. Identifying the language demands of classroom tasks.c. Applying key principles of second language learner

1) Conversational language proficiency is fundamentally different from academic language proficiency.

2) Bilingual students need comprehensible input just beyond their current level of proficiency.

3) Social interaction for authentic communicative purposes fosters bilingual students’ learning.

4) Skills and concepts learned in the first language transfer to the second language.

5) Anxiety about performing in a second language can interfere with learning.

d. Scaffolding instruction to promote bilingual students’ learning.


Standards of Effective Pedagogy

• Mainly Latino multilingual learners spent more time on-task, perceived greater cohesion in the classroom, and perceived themselves as better readers as compared to classrooms that did not use the standards (Padron & Waman, 1999).

• Teachers’ use of standards in literacy instruction was related to higher reading and language scores on SAT-9 (Estrada 2000).

• Teachers’ use of JPA during language arts reliably predicted students’ self-reported use of effective cognitive reading strategies, which in turn predicted achievement gains on standardized tests of comprehension (Doherty & Pinal, 2002).

• Students had improved attitudes towards mathematics and evidenced more conceptual learning on tests at the end of a math unit as well as higher retention of unit content two weeks later (Hilberg,Tharp, and DeGeest, 2000).

Standards of Effective Pedagogy

• Students taught using Instructional Conversation were found to demonstrate greater understanding of story theme than students taught using direct instruction (Saunders & Goldenberg, 2003).

• Large scale study (with 15 teachers and 266 students) in a public elementary school serving predominantly low-income Latino multilingual learners found that: – higher use of the standards by teachers reliably predicted student

achievement gains on SAT-9 tests of comprehension, reading, spelling, and vocabulary as well as English language achievement when English was the language of instruction (Doherty, Hillberg, Pinal, & Tharp, 2003)

– Achievement gains in comprehension, reading, spelling, and vocabulary were greatest for students whose teachers had transformed both their pedagogy and the organization of instructional activities as specified by the Standards for Effective Pedagogy model (Doherty, Hillberg, Pinal, & Tharp, 2003)

Critical Stance“This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exams or the LAS Links assessment of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new continuum called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking” (Teemant & Hausman, 2013).

Online Professional Development Modules

• 6-week, un-facilitated professional development modules to be used by teams of teachers in flexible ways

• Module Design Team:– Lead PIs– Content faculty from mathematics education,

science education, culturally & linguistically diverse education, literacy, and education foundations

– Instructional design faculty consultant and GA– Practicing Teacher

Module Design Process

Design: MLL & Content

Critical Friends Review

Beta Test & Revise Full Launch

Currently Available Modules

• 5E Planning Model (3-5)

• Fully Charged (3-5)

Supporting Multilingual Learners in

Science

• Numbers & Operations (K-2)• Fractions (3-5)• Ratios (5-8)


Mathematics

• Second Language Acquisition (K-12)

Culturally & Linguistically

Diverse Education

Connected to CO Teacher Quality Standards, WIDA, Common Core, and Next Generation Science Standards

Modules Being Tested This Fall (NOW FULL)

• Science Inquiry (4-8)


Science

• Functions (8) - JANUARYSupporting Multilingual Learners in

Mathematics

• Language Grouping Strategies (K-12)

• Learning through Two Languages (K-12)

• Language & Concept Development (K-12)


Diverse Education


Modules in Development

• Communicating Results and Conclusions (TBD)• Transforming Space and Time (TBD)


Science• Geometric Measurement (3)• Geomapping and Math (3-5)• More in initial stages of development


Mathematics

• Writing Development (3-5)• Equity for Bilingual Students (K-12)• Race in Education (K-12)• What is language? (K-12)• More in initial Stages of Development


Diverse Education


Modules at this Moment

• Group of teachers in Colorado Springs (Cheyenne Mountain) are getting set up to take 5E Model.

Supporting Multilingual Learners in Science

• 4 teachers in Aurora are getting set up to take Fractions.

Supporting Multilingual Learners in Mathematics

• Second Language Acquisition is being taken by 8 teachers and a district administrator in Falcon (District 49).

• Second Language Acquisition will begin with 3 practicing teachers and a teacher educator in Finland next week. It is also being translated into Finnish this fall.

• 3 middle school teachers in Aurora are testing Learning Through Two Languages

• Brighton 27J is planning to run Second Language Acquisition for a group of teachers early in 2015.

Culturally & Linguistically Diverse Education


Weekly 3-Step Learning Cycle

Connections to Teacher Evaluation

• CO State Model Evaluation System• Danielson Framework• LEAP (DPS)

Examples of Make It Work Activities



Tester Feedback

• Enthusiasm for testing and learning• Collaboration for improvements to

modules• Enhanced teacher reflection on

instruction• Learning extended outside and

beyond modules• Modules appear most beneficial

when there are opportunities to connect face-to-face as well

What were the strengths and weaknesses of participating and collaborating in an online

professional learning network?

“I think the strengths were moving through the module together, being able to support each other and discuss what we learned, as well as seeing ways that we implemented ideas. The weaknesses were only related to the links or technology that sometimes didn't work. Overall, I would say the module was a success.”

“I really like being able to work at my own pace, having access to all of the information/learning at any given time, and applying the new learning into my instruction where I see it best fit.”

“It was nice to hear what other teachers had to say. It is good to collaborate online because you can get ideas, see what works/doesn't, or get help.”

Would you recommend this module to other teachers?

“I would recommend this module to others as I felt it deepened my understanding of second language acquisition. I walked away with more knowledge and hands on strategies to meet my student's needs.”

“YES, I really will recommend this module!”

“I would recommend this module to other teachers, especially teachers with limited training in teaching bilingual students. I do not think most teachers realize how explicitly they have to teach content specific vocabulary, nor have the teaching strategies to do so. It is a good way to have teachers realize that we are all language teachers no matter what the content.”

Free and Flexible!

• Duration• Time of Start• Implementation• Local Support

Interested? Questions?

Contact: [email protected] or [email protected]

Fill our the contact form on our website and we’ll follow up with you!

http://ecallms.ucdsehd.net/

Thank You!

mailto:[email protected]

mailto:[email protected]



Documents

Kara Mitchell Viesca University of Colorado Denver Free, Innovative, Multimedia, Online Resources to Support Professional Learning Communities in Becoming