Supporting English learners in the mainstream classroom ......addresses content and language needs...

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Supporting English learners in the mainstream classroom: Sheltered instruction and beyond Theresa Deussen OABE– June 28, 2014

Transcript of Supporting English learners in the mainstream classroom ......addresses content and language needs...

Page 1: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

Supporting English learners in the mainstream classroom: Sheltered instruction and beyond

Theresa Deussen

OABE– June 28, 2014

Page 2: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

what’s hard about science for an English learner?

Presenter
Presentation Notes
Have them list things.
Page 3: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

my list

“especially great vocabulary load” abstract, dense noun phrases

“the exact relationship between temperature and volume of a gas…”

writing norms in lab reports differ from standard spoken English

everything that’s hard about science

Page 4: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

Today’s Agenda • Provide a short recap of how sheltered instruction

addresses content and language needs of ELs

• Share what we learned from our study of one version of sheltered instruction

• Hear what implications you draw from the findings of our study

• Share some of our reflections about more might be needed to help ELs learn science & other content

Page 5: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

part reflection on findings

part research findings

Page 6: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

sheltered instruction

A program or approach that uses specialized instructional strategies to provide ELs in the mainstream classroom the opportunity to access grade-level content while also building their academic English.

Page 7: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

sheltered instruction

SIOP Sheltered Instruction Observation Protocol Project GLAD Guided Language Acquisition Design

Presenter
Presentation Notes
Project GLAD gives teachers very specific instructional strategies designed to cover many of the same things.
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Project GLAD® (Guided Language Acquisition Design)

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35 instructional strategies Usable with any curriculum Intended as a coherent package that builds • Readiness and motivation to learn • Content knowledge • Ability to converse at a high level about the

topic • Ability to read and write at a high level

about the topic

Key program elements

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what does it look like?

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Project GLAD Input Chart (One of 35 instructional strategies)

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Project GLAD classroom

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Project GLAD classroom

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How does this compare to what you do in your school?

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I have never had training that has been this good!

Project GLAD teacher

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Research Questions

What is the impact of Project GLAD® teacher training on fifth-grade students’ achievement in ELA and science?

– For ELs? – For nonELs?

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30 Idaho schools 21 districts 50% located in rural communities

2250 grade 5 students

65% Free/Reduced-Price Lunch 33% Latino 62% White 13% ELs

Study population

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Cluster Randomized Trial (CRT) 15 received Project GLAD®

15 had “business as usual”

30 schools agreed to participate

Page 19: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

English language arts • Reading comprehension • Vocabulary • Essay writing Science • Rocks & minerals unit test • State science test

Outcome measures

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year 1 outcomes ELs Non-ELs

Comprehension Yes

No

Vocabulary Yes

No

Essay writing Yes (ideas & organization)

No

Rocks & minerals No

No

State science test No

No

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Year 1 Literacy Outcomes ELs only

459

470

15

4

445

450

455

460

465

470

475

480

485

Vocabulary Comprehension

Column1TreatmentControlPretest

0.21 0.24

Page 22: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

What’s an effect size again?

Difference between the Tx and C Standard deviation of the group

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Measure ELs Non ELs Vocabulary .21~ .04 Comprehension .24~ .04 Writing

Ideas .32* .21~ Organization .27~ .13 Word Choice .22 .14 Sent. Fluency .05 .12 Voice .05 .08 Conventions .02 .07 Rocks & Minerals .19 .23 State Science .12 .13

Presenter
Presentation Notes
Numbers report the effect sizes. Numbers in green approach statistical significance (tilde) or are significant (asterisks).
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Starting lower means you need a bigger boost.

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Vocabulary

Presenter
Presentation Notes
Green = nonELs, at start and end of school year Blue = Els, at start and end of school year
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Comprehension

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big picture – year 1

language benefits for ELs reduction of the gap in vocabulary

no benefits in science no benefits (but no harm) to nonELs

Page 29: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

Can Project GLAD close that gap? Multiple years Additive effect? Compounding effect?

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year 2

same teachers (more experienced) different students

same tests

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year 2 outcomes ELs Non-ELs

Comprehension No

No

Vocabulary No

No

Essay writing No

No

Rocks & minerals No

No

State science test No

No

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how can that be?!?

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implementation

teachers reported use of same number of surveys

observers rated similar level of fidelity

Presenter
Presentation Notes
By our implementation measures, implementation in Year 2 was similar to Year 1.
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students

somewhat different distribution of English proficiency

bigger impact for students with lowest English proficiency to start

Presenter
Presentation Notes
We are still exploring whether Project GLAD might be more effective for some Els than for others.
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how we teach science

Oregon science standards require a focus on inquiry-based

instruction

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Inquiry-based Uses evidence

• Collect • Interpret • Communicate

Powerful science instruction

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what percent of elementary science lessons require students to supply evidence in support of

their claims?

15%

Presenter
Presentation Notes
Banilower, Smith, et al 2006
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what percent of science lessons are of “high quality”?

14%

Presenter
Presentation Notes
 
Page 39: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

what percent of the time do students spend making

presentations to the class?

4%

Page 40: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

Project GLAD Input Chart (One of 35 instructional strategies)

Presenter
Presentation Notes
More engaging than worksheets… but not inquiry-based science instruction.
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FOSS kits Linguistic scaffolding

(ES = +1.39)

Project GLAD Vocab ES = +0.21 Comprehension = +0.24

Powerful science instruction

Presenter
Presentation Notes
Work combining inquiry-based science with intentional scaffolding of language appears to have a bigger impact.
Page 42: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

what’s hard about science for an English learner?

Page 43: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

what’s hard about science for an English learner?

Presenter
Presentation Notes
We need to pay attention to providing the best possible content instruction together with attending to language development.
Page 44: Supporting English learners in the mainstream classroom ......addresses content and language needs of ELs • Share what we learned from our study of one version of sheltered instruction

what’s hard about ______ for an English learner?

Presenter
Presentation Notes
We can think about this in every subject area.
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http://projectgladstudy.educationnorthwest.org/

Contact us

[email protected]

Thanks to our funders The research reported here was supported by the Institute of

Education Sciences, U.S. Department of Education, through Grant R305A100583 to Education Northwest. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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More about this study