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Online Event Archives Web telecast archives, with accompanying resource materials from the event. You can watch and listen to the presentation, questions, and discussion. November 18, 2008 Quality Teaching for English Learners: High Challenge and High Support  This webinar will provide an overview of the theoretical and practical basis of a pedagogy oriented to the development of English learners’ conceptual, academic, and linguistic development. Based on sociocultural theory, sociolinguistics, and cognitive psychology, the Quality Teaching for English Learners (QTEL) program promotes the deliberate design and enactment of carefully scaffolded lessons that develop students’ academic potential in rigorous ways. Aída Walqui, Director of the Teacher Professional Development Program at WestEd, will present the principles that sustain QTEL work and anchor them in specific examples of classroom activity. QTEL has undergone field studies and is currently in its second year of a comprehensive three-year true randomized trial study sponsored by the Institute of Education Sciences. November 12, 2008 Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation) This presentation is co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) and focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners. With an emphasis on engaging learners and providing ample opportunity for students to use academic English in meaningful ways, the SIOP’s 8 components and 30 features offer a framework around which lessons are organized. With its growing body of research, the SIOP Model has been shown to improve the achievement of students whose teachers implemented it to a high degree. The observation protocol is used by school administrators, teachers, staff developers, and university faculty for observing and quantifying a lesson’s effectiveness. Currently, the SIOP Model is used in all 50 states in the U.S. and in several countries. November 5, 2008 English Learners in Secondary Mathematics: Rigor and Excellence The changing demographics of American schools and the chronic underperformance of second language learners require a different approach in pedagogy. Leslie Hamburger, Senior Program Associate in the Teacher Professional Development Program at WestEd, will present a pedagogy of hope to provide students with rigorous and well-supported opportunities for academic and linguistic success in secondary mathematics. Ms. Hamburger will demonstrate carefully structured mathematics scaffolding tasks that challenge students while simultaneously providing them with the necessary support to achieve the lesson’s specific learning objectives. These tasks amplify and enrich the linguistic and content knowledge needed to achieve in secondary mathematics. October 30, 2008 Taking Center Stage--Act II : Building Effective Programs for English Learners in the Middle Grades Learn about a unique website designed to help educators close the achievement gap in the middle grades so that students are prepared to succeed in high school. Carol Abbott, author of Taking Center Stage—Act II, and consultant with the Middle and High School Improvement Office of the California Department of Education, and Jeanette Ganahl, Administrator of the English Learner Accountability Unit, the California Department of Education will guide participants to key English learner resources and best practices on the Taking Center Stage—Act II middle grades website. The presenters will answer questions about best practices for engaging middle grades English learners, as well as share several examples and strategies that school leaders can use to guide their staff members in using this free, online resource that was developed by the California Department of Education for middle grades educators and administrators. October 29, 2008 Building Oral Language into Content Area Instruction (Research from CREATE) In this webinar co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners), Diane August, Senior Research Scientist at the Center for Applied Linguistics, will build on her January 23, 2008 SchoolsMovingUp webinar, “Building Oral Language into the Basal.” She will describe methods to develop the language proficiency skills of English learners in the context of language arts, math, and science instruction in elementary and middle schools. Examples of methods include read-alouds of expository and narrative text, explicit attention to academic language, and reinforcing oral language through writing. This work is part of ongoing research funded by the US Department of Education to improve the language and literacy skills of English learners. October 28, 2008 What the Research Does—and Does Not—Say About Teaching English Language Learners In this presentation, Claude Goldenberg, Professor of Education at Stanford University, will summarize key findings of two major reviews of the research on educating English learners. These reviews represent the most concerted efforts to date to identify the best knowledge available and set the stage for renewed efforts to find effective approaches to help English learners succeed in school. Although there are numerous areas in which there is insufficient research to guide policy and practice, this webinar will provide guidelines based on the strongest research about effective practices for teaching English learners. October 22, 2008 Doing What Works: Teaching Elementary-School English Learners Educators want to know what works, based on the best available evidence, and they want help implementing these research-based practices. The Doing What Works (DWW) website builds a bridge from research to action by providing concrete examples and practical tools. Among the topics covered, DWW provides an extension of the practice guide produced by the Institute of Education Sciences: Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Practices focus on formative assessment and intervention, developing vocabulary and academic English, and using peer-assisted learning. In this session, Nikola Filby, Director of Innovation Studies at WestEd, and Zoe Ann Brown, Senior Program Associate at the Comprehensive School Assistance Program at WestEd, will share specific examples of how schools assess and provide extra support for English learners and how teachers develop vocabulary. Participants will see and hear from educators in schools that are succeeding and learn about the DWW website as a resource for professional development. October 15, 2008 English Learners and the Language Arts In this presentation, Pamela Spycher, Senior Research Associate at WestEd, will provide teacher leaders, principals, and district administrators with information on research-based instructional practices for teaching academic language to K-8 English learners and instituting school-wide systems for closing achievement gaps. October 8, 2008 English Learner Literacy Development through Formative Assessment of Oral Language Alison Bailey, Associate Professor in the Department of Education at the University of California, Los Angeles (UCLA), and Margaret Heritage, Assistant Director for Professional Development at the National Center for Research Evaluation, Standards, and Student Testing (CRESST) at UCLA, will present an approach to literacy development for English learners which stresses the kinds of oral language that are foundational to reading. They will discuss formative assessment of language skills as a key element in both oral language and reading development, and provide practical illustrations of how formative assessment can be used in the classroom. September 3, 2008 Early Childhood Education Initiatives for Raising Program Quality Research has shown that early childhood education offered by qualified early care educators produces better child outcomes -- improved long-term intellectual, emotional, and physical health. Research has also shown that many early childhood education professionals leave the field because they lack financial incentives, a livable salary, and recognition for their work. Yolanda Garcia, Director of the E3 Institute of WestEd’s Center for Child and Family Studies, will provide an overview of an exceptional demonstration project in Santa Clara County, California. The Comprehensive Approaches to Raising Educational Standards (CARES) program links educational attainment, professional development, and longevity in the field to financial incentives in order to improve the stability of the childcare workforce. Participants will also learn more about E3 Institute’s Power of Preschool program, which provides high-quality, voluntary preschool programs to assist children in becoming personally, socially, and physically competent, effective learners, who are ready to transition into kindergarten. 1 to 10 of 88 Next |
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