Foundations for Second Language TeachingSession 1: Exploring My Culture and ELs StrengthsSession 2: Developing Understandings of Culture--Mine and My ELsSession 3: Considering ELs as a Resource in My Teaching Session 4: Developing Knowledge of Assets and Legal ObligationsSession 5: Attending to Standards and Classifications with WIDASession 6: Positioning ELs within the School GameSession 7: Promoting ELs Learning through My LearningSession 8: Celebrating and Presenting My LearningSecond Language AcquisitionSession 1: Language and IdentitySession 2: Who are Our ELLs? Defining Needs and StrengthsSession 3: Current Realities: ESL Programs and PracticesSession 4: Creating Comprehensible InputSession 5: The Role of InteractionSession 6: Stages of Development and Errors and FeedbackSession 7: Proficiencies and PerformancesSession 8: Displays of Professional DevelopmentAssessment for Linguistically Diverse StudentsSession 1: Understanding My Role as an AssessorSession 2: Developing Understandings through MediaSession 3: Designing for Understanding Using Standards for Effective PedagogySession 4: Considering Alternative Assessments in Relationship to ELsSession 5: Designing and Developing AssessmentSession 6: Debating and Responding to Assessment IssuesSession 7: Developing Knowledge for Practice and AdvocacySession 8: Revealing My LearningDeveloping Second Language LiteracySession 1: Analyzing My Literacy BackgroundSession 2: Increasing Awareness of Language, Literacy, and PowerSession 3: Designing a Literacy-Focused ClassroomSession 4: Building Knowledge of Academic Language Session 5: Assisting Students in Understanding and Constructing Texts Session 6: Intentionally Teaching Writing in Content Area Instruction Session 7: Critiquing, Reviewing, Editing, and Revising my Unit Plan Session 8: Sharing My LearningIntegrating Content and Language InstructionSession 1: Positioning Myself to Integrate Content and Promote Academic LanguageSession 2: Deepening Understanding of TELL Conceptual ToolsSession 3: Building Knowledge of Vocabulary Session 4: Strengthening Curriculum by Adjusting for ELsSession 5: Learning from Feedback Session 6: Practicing Developing MSDLAsSession 7 Using MSDLAs to Review SIOPSession 8: Demonstrating My Knowing of Integrating Content and Language InstructionFamily, School, & Community Partnerships Session 1 Community, Assumptions, and PTA StandardsSession 2: Preparing to Cross BordersSession 3: Family and Community EngagementSession 4: CollaborationSession 5: Exploring Community ResourcesSession 6: High Expectations for English LearnersSession 7: Responding to Student and Family NeedsSession 8: Advocating for Students and Families

Session 3: Designing for Understanding Using Standards for Effective Pedagogy

LA 3.1 (30 min.) Deepening Knowledge of Standards for Effective Pedagogy During class the teachers are going to use a form that has multiple responses and an artilce Leading for Equity . They are asked to highlight portions in two colors pink and yellow. They can do this using the highlight function on the computer, but they may not want to so you might want to bring some hard copies and some highlighters OR you may want to assign this as a reminder for homework in session 2. 

Teachers have reviewed and learned about the Standards for Effective Pedagogy in earlier courses. They have read or are familiar with the Tharp Article and the indicators. This asks them to review that knowledge and add to it on the chart linked here. If you are doing this face to face they can work on this on their computers, if you are doing this class online, you may want to again remind them as part of homework in session 2 to download the chard. Since they are reading and considering documents on their computer it is sometimes hard to be in an online meeting room like zoom and work with multiple documents. We are using partners so the work can go more quickly, but you can have them work in larger groups. 

LA 3.2 (30 min.) Designing for Understanding in Action Originally, we were blocked from watching this powerpoint but we found it online and linked it in the learning activity for you. There is also an observation form. When you have them observe teaching there are links to Elementary and Secondary classrooms so you will want groups to observe in the small group rather than as a whole class. 

LA 3.3 (25 min.) Attending to the Five Standards in Evaluating the Lesson This activity builds on the previous one. Teachers evaluated a lesson using and observation tool. They will now meet in groups that watched and evaluated the lesson. You probably want the groups to be three or four people to facilitate their reaching consensus. They share their ratings of the lesson and work until they can agree. (When raters for essay exams are trained to rate essays, if the evaluation is within one number (like one rates 2 and the other 3), this is considered consensus. Sometimes it is difficult to negotiate consensus on such evaluations so you can suggest this).

LA 3.4 (20 min.) Taking Action. You will need to bring sticky notes for students to use in this lesson. We have suggested that even if two people are not working on the same final project they pair up to support each other as they build the final project. As they work on this activity, have them work with this partner. In some cases if you have non-teachers in your group they might be working in trios--so honor that in their considerations in this project. 

LA 3.5 (20 min.) Assessment as a Context for Teaching and Learning. Teachers will construct a poster to share their learning from Chapter 2 in Gottlieb. You will need to bring materials to make posters and markers and masking tape to hang the posters. You will assign the groups the question you want them to design their poster around. 

LA 3.6 (25 min.) Content and Language Objectives. Teachers will work on their project for the course. Specifically they are working on solidifying and finalizing their content and language objectives. 

Reviewing Homework: We have allowed 10 min. for you to review homework because of the number of homeworks and because teachers may have questions from working through LA 3.6. Teachers are asked to construct a student profile for the EL student that will guide their decisions about adjustments made to their assessment of the unit they are designing. They will bring the the three worksheets they complete to class next time.

Teachers are also asked to read several things this week and write responses: Two WIDA bulletins and a Chapter from Gottlieb. They write two short reports for HW 3.2 and HW 3.3 both emerge from their reading of WIDA bulletins. 

NOTE FOR HW 3.6  (TIn the literacy course, teachers will shape and differentiate curriculum to meet the needs of two students--one high performing and one struggling. They can use the same student for this assignment that they used in Second Language Acquisition (revisiting the information and updating if needed) or they can select a new student. Selecting a new student on the opposite end of the performance scale would make it so that in Literacy, they would just need to update information about both and this might make the work simpler. Also, choosing a second student for this course will give them stronger skills for engaging in this process with other students.)  

HW 3.1 Reflecting on Taking Action Based on My Learning. This is the reflection assignment. Two of the learning activities (LA 3.1 & LA 3.4) make suggestions for what they might take action on and reflect on this week. 

HW 3.2 Collaborative Work to Support ELs Learning After reading a WIDA bulletin on Collaboration teachers review a series of questions and then write a response to those questions in a short paper.

HW 3.3 Using Technology for Developing ELs Academic Language Teachers read a second WIDA bulletin and use it as a basis for considering various technology tools to support academic language development. They are asked to respond to the article answering questions and then use another reading and respond by evaluating technological tools they currently use. They are asked to bring this to class to use in Session 4. 

HW 3.4 Language Proficiency to Academic Achievement. Teachers will read Chapter 3 from Gottlieb and respond to questions. Remind them to bring their work to Session 4. 

HW 3.5 AVG 5.1 The Alternative Assessment Movement This is a video segment on alternative assessment. Remind students to bring their notes to class. 

HW 3.6 Constructing the Student Profile. This is the student that will guide decisions about accomodations and adjustments made to the final project. There are three worksheets students will use to gather information. We have added definitions and a website link to support them in doing that. (See notes in Reviewing Homework above).

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