Differentiation 2.0

2015 ◽  
pp. 287-310
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Differentiation 2.0

2016 ◽  
pp. 798-816
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Teacher Change in Elementary Science Instruction with English Language Learners: Results of a Multiyear Professional Development Intervention across Multiple Grades

2012 ◽  
Vol 114 (8) ◽  
pp. 1-42 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Teacher Professional Development ◽  
Language Learners ◽  
Teaching Practices ◽  
English Language ◽  
Classroom Observations ◽  
Development Intervention ◽  
Accountability Policy ◽  
Teacher Professional

Background Current classroom practices have largely been shaped by changing student demographics, including English language learners (ELLs), and evolving accountability policies. The teacher professional development intervention in this study takes place against this backdrop. Research Questions This study examined change in teachers’ knowledge and practices while they participated in a 5-year teacher professional development intervention designed to improve science instruction while supporting literacy development of ELLs in the context of accountability policy in science. The study also examined whether teacher change was associated with predictor variables. Setting and Participants The study involved all science teachers (a total of 198 teachers) in Grades 3–5 from six urban elementary schools in a large school district. Over the 5-year period of the study, each teacher could participate in the intervention for 3 years, although there were high rates of teacher mobility. Intervention A series of curriculum units was developed that constituted the entire science curriculum for Grades 3–5 and replaced the district-adopted curriculum in the six participating schools. Over their 3-year participation in the intervention, teachers could attend a total of 14 full-day workshops during the summers and throughout the school years. Research Design The study used a longitudinal design over the 5-year intervention with a treatment group consisting of six elementary schools. Data Collection and Analysis Both questionnaire and classroom observations were used to measure reform-oriented practices in science and English for speakers of other languages (ESOL)/bilingual education in the following areas: (a) teacher knowledge of science content, (b) teaching practices to promote scientific understanding, (c) teaching practices to promote scientific inquiry, and (d) teaching practices to support English language development. During the 3-year period of their participation, teachers completed the questionnaire prior to beginning the intervention and at the end of each school year and were observed once in the fall and once in the spring each year. A series of multilevel models was used to examine change in the questionnaire and observation scales. Conclusions The results from the questionnaire (what teachers reported) and classroom observations (what teachers were observed doing) indicated some improvements in teachers’ knowledge and practices in teaching science to ELLs over the intervention. Grade taught was the most pronounced predictor variable and distinguished the fifth grade, the grade at which science counted toward the state accountability policy. Despite improvements, teachers’ knowledge and practices generally did not meet the goal of reform-oriented practices.

Moving from Professional Development to Real-Time Use

2014 ◽  
pp. 2043-2067
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Kristie Asaro-Saddler
Keyword(s):  
Professional Development ◽  
At Risk ◽  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
Literacy Instruction ◽  
English Language ◽  
Cognitive Learning ◽  
Pedagogical Content ◽  
Use Of Technology

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

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