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Reflection on Today's Professional Development

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Reflection on Today's Professional Development

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Sentence Frames:
I used to think _________________, and now I think ______________________.

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What is your next step in your professional learning so that you can continue to support our LTELs? (understanding/interpreting Aeries demographic, strategies to engage LTELs, more connections with students, increasing student agency [resources, self-advocacy, etc.])  

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What is your next step in your professional learning so that you can continue to support our LTELs? (understanding/interpreting Aeries demographic, strategies to engage LTELs, more connections with students, increasing student agency [resources, self-advocacy, etc.])  

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Synthesize your ELL’s overall experience in two words.

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Synthesize your ELL’s overall experience in two words.

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Write a short reflection on your observation of the student’s learning experience.

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Write a short reflection on your observation of the student’s learning experience.

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What is one strategy that you can use to engage students more based on your observation?  What would this look like?

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What is one strategy that you can use to engage students more based on your observation?  What would this look like?

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I was able to reflect how easy it is for a student to go about the learning day without once practicing oral language.

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Student was either working independently or with a group.

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Student was either working independently or with a group.

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I was able to see how engaged students were doing individual projects. Having a choice gave them the opportunity to explore.

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Quietly engaged.

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Student was engaged when she was working in a group and on a project. Create opportunities to learn information in different ways.

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Student was engaged when she was working in a group and on a project. Create opportunities to learn information in different ways.

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I have seen the importance of agency in creating an opportunity for students to explore their interestes in a subject. Also, it was a reminder of the importance of allowing students to practice their oral skills.

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Culturally Responsive Teaching (CRT). Create assignments that are relevant to students.

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Culturally Responsive Teaching (CRT). Create assignments that are relevant to students.

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I used to think that students had plenty of time to practice oral skills, and now I understand the importance of being intentional in creating an opportunity to have students speak more often.

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I observed how challenging it is for students to find an appropriate time to use language in the classroom.

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I observed how challenging it is for students to find an appropriate time to use language in the classroom.

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I observed that my student was given the majority of the the time to complete the assignments (yay, no homework) yet he either 2nd per - didn't do the work but was on the correct screen, 3rd per - on his phone the entire time, or 4th - was on his phone but occasionally answered enough to the HO to turn it in. He was not rude of disrespectful but wasn't at all engaged.

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I used to think that some students are non-communicative, now I think that we can create opportunities for students to feel more comfortable to talk.  

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I used to think that some students are non-communicative, now I think that we can create opportunities for students to feel more comfortable to talk.  

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Provide students sentence starters and have them share with their sentences with elbow partners.

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Provide students sentence starters and have them share with their sentences with elbow partners.

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I enjoyed going from room to room observing my student. I observed 3 classes, but unfortunately in 2 of her classes she had a sub. The sub gave instructions the teacher left for them and had for them and they worked on either a worksheet or eKadence. In one class she paired up with a student and worked together. Once they got done they were putting on their makeup. I enjoyed observing my student today but would have liked to see more of my students today.

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Class Period (Create/Add to master schedule) 

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Class Period (Create/Add to master schedule) 

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Research group activities the enhance language development and not content.

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Research group activities the enhance language development and not content.

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I would love to have a quarter with my students on my caseload. I would like to educate them on what it is to be an ELL student(tell them why they have to take the test) and also connect/motivate them to exit the program.

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I used to think oral language was best measured in the classroom but now I realize it should be measured in settings where students are having fun or is not traditionally academic.

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I used to think oral language was best measured in the classroom but now I realize it should be measured in settings where students are having fun or is not traditionally academic.

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I think it is difficult to make everything graded but my most talkative classes have either spent many days bonding or speaking is counted as a grade. I want to add many more opportunities to talk.

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phone addiction

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I need to learn Spanish myself and ask my students about which scaffolds they need/ prefer

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I used to think my caseload would be embarrassed if I explained why they are on my Success Team but now I see the importance of them knowing so they can "lose the label" and make an effort to be redesignated.

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It was just the wrong time of year. The student was working on thier missing assignments the whole period.

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Student was mostly reading and writing silently.  Teachers were allowing makeup assignments in all classes.  

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Student was mostly reading and writing silently.  Teachers were allowing makeup assignments in all classes.  

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Maybe pair them up with others working on missing work and hopefully they will have a dialogue about the work.

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The student worked well in the morning class but her attention decreased as the day progressed, and she left school during lunch. 

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The student worked well in the morning class but her attention decreased as the day progressed, and she left school during lunch. 

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Catch up

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Pick up a topic that is relevant to student's interest and background. 

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Pick up a topic that is relevant to student's interest and background. 

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Keep talking to them, address them by name, and encourage them to get the assignment done.

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Keep talking to them, address them by name, and encourage them to get the assignment done.

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Encourage students by addressing them by name.

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Encourage students by addressing them by name.

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Have something where students are actively talking yo each other.

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I used to think we didn't have enough time to cover the material so it brings less opportunity for dialogue but now I see students have time for make up work which means they have time for speaking.

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...lack of student motivation was voluntary; I now see that some students feel overloaded and mentally strained from too much classwork.

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James: Student typically finishes work quickly, and then is on his cell phone. Student's grades are all solid, so we can see that the learning experiences are designed so students have ample time to complete work and have down time if they are motivated.

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It all depended upon the class that I was observing. The first class was a unique 2 students to one teacher experience where academic conversation was occurring between student and teacher. 2nd class, there was a presenter, so only listening occurred. 3rd class: substitute teacher, independent assignment, student was off task the whole time.

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James: I think we could get students to speak more if we have them do a reflection and then share with a partner. I think it has to be scripted to help all students.

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Rosie - My student had some good moments/periods during her day. Student was engaged and sharing during 2/3 courses she was observed in.

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Rosie - My student had some good moments/periods during her day. Student was engaged and sharing during 2/3 courses she was observed in.

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During one period the student was on task all period, but was working on finishing a project from the day before. There was no academic language, but the teacher did work with the student to finish it. The other periods were for a different student. He spent the bulk of his time on his cell phone, but did work on a book assignment during one period.

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Rosie - checking for understanding as the lesson is moving along.

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Rosie - checking for understanding as the lesson is moving along.

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James: online extravaganza

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Engage them in personal conversation as a lead in to academic conversation.

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Passively engaged

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James: I think I don't know what I don't know, especially in regard to ELL and math instruction. I'd like to see specific math related tips for all classes (that I don't have to figure out on my own.) I know about word walls and all that, but actually useful (reality based) things I can use for the ability level/grade level math topics for the class.

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Given the activities in class, it's hard to know what strategies were already done. In one period some additional encouragement to stay on task might have helped. In another period the student was left on his own to do makeup work for a math, but was off task the entire time with little redirection. Some proximity might have helped there, but the teacher was working with others.

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Make an active effort to engage the "quiet" students in my class

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Rosie - As a school counselor capitalize on the skills needed for students to remain on task - such as the importance of not having their phone out. Build on Active Listening and engagement.

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Rosie - As a school counselor capitalize on the skills needed for students to remain on task - such as the importance of not having their phone out. Build on Active Listening and engagement.

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Cell boredom

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James: I used to think that students have been given a lot of group work all day, but I'm seeing that there is a lot of individual work (even thinking about my class.)

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I used to think I would see much variance between classes, but I saw a lot of the same for this student.

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I would like to explore more strategies for getting EL students engaged, although I think that need applies to most of our Gilbert students.

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I used to think that students were making an active effort to avoid classroom participation and now I think that, if more opportunities are given to individual students participation will be more likely.

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Rosie - I used to think students had the opportunities throughout their day to practice academic language. I think of the importance of adults creating opportunities for students to continuously engage in daily activities to practice academic language.

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Rosie - I used to think students had the opportunities throughout their day to practice academic language. I think of the importance of adults creating opportunities for students to continuously engage in daily activities to practice academic language.

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I really enjoyed this experience with the student even though she didn't know I was watching her. She appears to not be interested in Physical education.

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I would pair the students with another student that reflects its culture and humanity.

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The student was on working with her teacher most of the time.

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Have assignments that the students can engage with each other.

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I would like teacher to have more time to teach and not feel rushed to teach any lesson.

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My student was engaged primarily in listening and following directions. She spoke briefly during a class discussion, when prompted by the teacher.

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One strategy that I saw that worked well was breaking down academic language while reading through an article with students. Asking them questions about specific words, and also asking them which words in a sentence did they not understand. It slows things down, but the students are able to understand better and engage with the teacher in the process of reading by responding verbally.

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I realize how infrequently students are needing to use and practice their oral proficiency. However, EL students are frequently asked to listen to teacher instructions in their classes.

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Majority of time, student was focused on catching up on past material. Student use his reading skills to ensure his completion of work. When he saw a missing assignment he used his communication skills to inform teacher of said assignment. Student had phone on the side and to become engage will either have it to listen to music or take mini breaks between assignments. Also teacher provided a lot of time for students to complete assignments.

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My next step is working on asking more questions, instead of rushing onward when student understanding is shaky.

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My primary student preferred to be on her phone or to color rather than do any classwork. She had ample time to complete assignments but chose not to. My backup student (primary student cut period 4) did the assigned work and was on her phone when appropriate. There was a sub so the work was independent.

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Finding current/engaging events to connect it to their courses.

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I used to think I was doing well serving my PLs, but I now I think I could be doing more to support academic speaking.

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intrinsic motivation

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I observed my student in science and digital design where he was given instructions that were a combination of verbal cues (written and spoken) and visual cues. This interdependence of verbal and visual was an excellent scaffold that helped my observed student grasp the material presented.

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Analyze ELPAC scores & identify key trends to adjust instructions accordingly.

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Mostly engaged.

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Explicitly teach academic language

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Priority: phone

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I used to think my instruction time was very little, but now I know it is essential to provide additional time for them to adsorb their learning needs.

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I would like to utilize more strategies that get students speaking to each other which is difficult but made even more potentially difficult with ELs given their emerging academic language competence. I think integrating more low stakes communication in activities that are ancillary and directly related to our topic of focus are necessary.

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I would like to learn more specific, structured strategies to get students to talk. When I structure class to include speaking, the result is, generally, silence.

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I used to think that my shadow student used his cell phone instead of working on his classtime tasks, but now I think that he uses his cell phone so that it does not completely stop him from giving at least 60% of his attention to the task. I used to think that it was just my class that he used the cell phone in, but now I see that he uses it across the board and that all of his teachers need to give him constant reminders.

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I used to think that we need a school-wide cell phone policy and now I think that without one, students will continue to be drawn the fun and escape of their cell phones rather than attending to academics.