English Language Learning:
Audience: All PreK-12 Educators
Day 1: ELL Session Two: Questioning & Assessment for Non-English Speaking Students: Too often, teacher questions and assessment tools measure something other than the goals for which they were intended. Even the simplest question, if not phrased carefully, can prove incomprehensible to a student who otherwise understands the material being discussed. This session focuses on the role of teacher-language, practice and expectations and how these factors can impact second language learners in their classes. We will explore through the lens of non-English speakers the strategies and materials often used in the classroom. In the process, educators will be called upon to share their current learning goals, instructional practices and favorite tools in light of this new perspective.
After this session of the course, the participants will be able to:
Rework assessment tools currently used in their practice to ensure that the language used, as well as supporting visual contexts, are best suited to evaluate the importing thinking and learning of non-English speaking students.
Develop questioning strategies (such as extended wait time) and additional assessment tools that are crafted to be easily comprehended by non-English speaking students.
Identify non-verbal cues, visuals, and tasks that can help ELL students better demonstrate what they know and are able to do.
Develop ways to differentiate instruction for ELL students on the basis of formal and informal assessments.
Day 2: ELL Session Four: Special Education and English Language Learners
Far too often, teachers confuse problems of language with deeper cognitive issues, referring students to Special Education when their issues are the result of a non-English speaking background. By the same token, students in any subgroup population (English speaking, ELL and formerly ELL) can also struggle with learning difficulties. For the English speaking educator, distinguishing and applying the appropriate interventions for non-English speaking students can be a significant challenge.
In this session, participants will be able to:
Consider how and when to refer ELL students to special education, and what steps to take in a Tier I and Tier II setting that further inform the decision to refer.
Identify several ways to differentiate practice in our classroom that can benefit both special education and general education students.
Discuss assessment tools used in special education referrals using the lens of a non-English speaking student.
Consider the ways in which special education and referral of students can be viewed in different cultures.
Plan strategies for working with the parents of students who may themselves struggle in a new culture and in a less than familiar language.
Member Fee & Member Guest $395 (includes two days and book)
Non Member Fee $425 (includes two days and book)
Team of 3 or more $365 (code required)
Dates: November 5, 2019 and February 25, 2020
Instructor: Dr. Cindy Crimmin Cindy Crimmin, Ph.D Cindy Crimmin has served in both public and private schools. Beginning as a bilingual Ell and Science teacher in the Boston Public Schools at the middle school level, she has taught Spanish at all levels from early elementary to high school Advanced Placement and was a teacher of English language learners. Her strong interest in curricular design and in improving teaching and learning across the grades prompted her to complete a Ph. D. in Educational Administration at Boston College. That experience led her into administration, where she worked in curriculum leadership at the central office and served as an elementary principal in Watertown and Weston. In each role, Cindy always saw herself primarily as a teacher. She is an ESE approved Sheltered English Immersion (SEI) instructor for both the teacher and administrator licensure programs.