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Professional Development to Address the Needs of English Language Learners Andrea Honigsfeld, Ed.D. Molloy College

Professional Development to Address the Needs of English Language Learners

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Professional Development to Address the Needs of English Language Learners. Andrea Honigsfeld, Ed.D. Molloy College. What do teachers need to work effectively with ELLs? (Rojas, 2001). Understand childhood bilingualism, BICS vs. CALP - PowerPoint PPT Presentation

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Page 1: Professional Development   to Address the Needs of English Language Learners

Professional Development to Address the Needs of

English Language Learners

Andrea Honigsfeld, Ed.D.Molloy College

Page 2: Professional Development   to Address the Needs of English Language Learners

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What do teachers need to work effectively with ELLs? (Rojas, 2001)

SLA

Cross-cultural Understanding

Scientifically based strategies

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Understand childhood bilingualism, BICS vs. CALP Develop empathy toward the 21st century immigrant experience and build cross-cultural competence (Differentiate between the needs of immigrant children and children of immigrants)Design and implement common core-aligned, rigorous curriculum collaboratively (Mainstream and ESL Teachers) Utilize research-based instructional strategies (Questioning)Help ELLs get ready for high stakes tests while maintaining realistic expectations for all

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Professional Development Model

Multi-year, comprehensive approachOngoing and sustained Team approach to PD The Molloy Team

Provide initial trainingFacilitate collegial circlesHelp establish peer support and ongoing coaching

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FRAMEWORKS TO CONSIDER

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Sheltered Instruction Components I. Preparation

II. Instruction:Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery

III. Review/Evaluation

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The Sheltered Instruction Observation Protocol (SIOP)

Self-Assessment/Planning Checklist

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Collaboration

Instructional Non-Instructional

Honigsfeld & Dove, 2010

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Collaborative ActivitiesInstructional: (1) joint planning, (2) curriculum mapping

and alignment, (3) parallel teaching, (4) co-developing

instructional materials,(5) collaborative

assessment of student work,

(6) co-teaching.

Non-instructional:(1) joint professional development,

(2) teacher research,

(3) preparing for joint parent-teacher conferences and writing report cards,

(4) planning, facilitating, or participating in other extracurricular activities.

Page 10: Professional Development   to Address the Needs of English Language Learners

Intervention Principles:TIDES of Learning (Cohan and Honigsfeld)

Tiered InstructionInstructional AdaptationsDifferentiationExploration Scaffolding

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Standardized Test Preparation

A = Accommodations (NYS)B = Best Practices in ESL/Bilingual

EdC = Collaboration among teachers D = Daily routine E = Expectations (Must be realistic,

but rigorous)