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Assisting, Collaborating, and Training ESL Content Teachers (ACT-ESL) Post-Seminar

Assisting, Collaborating, and Training ESL Content Teachers (ACT-ESL) Post-Seminar. Thursday, April 22, 2010, 3:30-6:30 pm Meadowbrook High School. English: Eileen Rowe, Wendy Kump, Shermelle Biffle Science: Alex Addison, Janine D’Elia, Helena Ispas Math:

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Assisting, Collaborating, and Training ESL Content Teachers (ACT-ESL) Post-Seminar

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  1. Assisting, Collaborating, and Training ESL Content Teachers (ACT-ESL)Post-Seminar Thursday, April 22, 2010, 3:30-6:30 pm Meadowbrook High School

  2. English: Eileen Rowe, Wendy Kump, Shermelle Biffle Science: Alex Addison, Janine D’Elia, Helena Ispas Math: Kathy Mann, Stephanie Burton, Sandra Judge-Harden Social Studies: Mark Dillon, Stephanie Burr, Carol Cook Teaching Demonstration

  3. English: • Amy Owens (Elizabeth Davis MS) • Carolyn King Schmitt (James River HS) • Shermelle Biffle & Ashby McNeil (Falling Creek MS) Social Studies: • Stephanie Burr (James River HS) • Angelique Clarke (Meadowbrook High School) Science: • Helena Ispas (Carver MS) • Janine D’Elia (Salem Church MS) Project Implementation

  4. VATESOL • Kim Norvell (Meadowbrook) • Virginia Association of Science Teachers (VAST) • Peggy Stevens (ACT-ESL T.A.) • Allyson Midgeley (Clover Hill HS) • Susan Stubbs (Chester MS) • Laurie Morgan (Salem MS) • WATESOL • Peggy Stevens (ACT-ESL T.A.) • Laurie Morgan (Salem MS) Conference Presentations

  5. Amy Owens • English • Elizabeth Davis MS • 3/23/10 • Carolyn Schmitt • English • James River HS • 4/19/10 Workshops

  6. ELL Student SOL Scores at a HS

  7. ELL Student SOL Scores at a HS

  8. ELL Student SOL Scores at a MS

  9. ELL Student SOL Scores at a MS

  10. 8. Links explicitly made between past learning and new learning concepts • 11.Clear explanation of academic tasks • 23. Content objectives clearly supported by lesson delivery • 26. Pacing of the lesson appropriate to the students’ ability level Observation Data: Strengths (above 3.5 out of 4.0)

  11. 1. Content objectives clearly defined, displayed, and reviewed with students. 2. Language objectives clearly defined, displayed, and reviewed with students. 7. Concepts explicitly linked to students’ background experiences. 27. Comprehensive review of key vocabulary. 28. Comprehensive review of key content concepts. Observation Data: Weaknesses (below 3.0 out of 4.0)

  12. Significant Growth

  13. 12. Uses a variety of techniques to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, body languages) 14. Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding, such as “thinking-alouds” 15. Uses a variety of question types, including those that promote higher-order thinking skills throughout lesson (e.g. literal, analytical, and interpretive questions.) 16. Frequent opportunities for interaction Significant Growth

  14. 17. Grouping configurations support language and content objectives of the lesson. 20. Provides hands-on materials and/or manipulatives for students to practice new content knowledge. 21. Provides activities for students to apply content and language knowledge in the classroom. 30. Conducts assessment of students comprehension and learning all lesson objectives (e.g., spot checking, group responses) throughout the lesson. Significant Growth

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