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Engage in a student-centered discussion technique that emphasizes listening, building an argument,
evaluating evidence, disagreeing with respect, and learning to understand complexity. Learn to use
this tool in your classroom to raise the level of academic conversation with your students.

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Flip is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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"Understanding Silence and Reticence in Emergent Bilingual Students"

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"Understanding Silence and Reticence in Emergent Bilingual Students"

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Silence & Reticence presentation - CTT ICSA.pptx

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1.Multilingual Learners

6. CLIL Principles

2. Learners Engagement

7.Classroom Examples

8.GroupActivity

oUR multilingual Learners

Multilingual Learners bring so much assest to their learning communities from cultural background, educational experiences to their personal traits and interests.

How do we as educators move away from what MLL cannot do to what they can do? (deficit based to asset based)

Learner Agency is basically when our learners have ownership of their learning and actions that comes from that learning. Creating avenues and opportunities for learners to actively participate in learning.

Learner Engagement and Agency

"ALL STUDENTS CAN LEARN AND SUCCEED , BUT NOT IN THE SAME WAY AND NOT THE SAME DAY"

William G. Spady

WHEN A FLOWER DOESN'T BLOOM YOU FIX THE ENVIRONMENT IN WHICH IT GROWS, AND NOT THE FLOWER.

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FUN THEORY

https://youtu.be/6bSca5Z8lf8

Content and language integrated learning ( CLIL) is an approach for learning content through an additional language, thus teaching both the subject and the language. Explicit and intentional language is taught as a part of content instruction using SFL-informed pedagogy (i.e., systemic functional linguistics).

CLIL ENDORSEMENT PRINCIPLES

Classroom Examples

When emergent bilingual learners read a book or topic in their primary languages before in English.

when key vocabulary from unit of instructions are posted in all languages from the classroom (parents can be asked to help with translations) When ML learners research a topic using their entire linguistic repetoire, they see the real life value of being multilingual in our globalised world.

Is an Instructional Approach that involves a teacher working with a small group of students who demonstrate similar reading behaviour and can read similar level of text. It allows learners to focus on meaning but also use problem solving strategies to figure out words they do not know, unpack complex sentence structure, and understand concepts. The goal is to help learners move up to higher reading levels and become independ readers of increasingly difficult texts.

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Shared Writing:is a supported Writing experience in which the teacher and learners collaborate to composed a text.

The Teacher first model( I Do) and learners listen, observe writing behaviour demonstrated by the teacher.

write -a-round

for creAtive writing or summarization. give a sentence starter or prompt then ask student in each team to finish that sentence.

CLASSROOM EXAMPLES

Cooperative learning offers multilingual of varying proficiency levels to engage with content and peers to make and negotiate meanIng and practice their oral language skills.

tic tac toe : a strategy for learners to show their learniNg, it can allso be used for classroom based assessment.

GROUP Diamond ACTIVITY

Materials needed: a pair of scissors, glue stick, and the sheets.

Instructions: As a group , read , discuss, and rank each statement and arrange them in a diamond formation.

The statement with the highest priority are place on the top of the formation and the least important statements at the bottom.

Then the third, and fourth row consist of statements that are ranked with desending priority .

GOAL: TO FIND A COMMON VISION, FOR INTERCULTURAL LEARNING, TO EVALUATE AND DETERMINE A HIERARCHY AS A GROUP.

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1.Multilingual Learners 6. CLIL Principles 2. Learners Engagement 7.Classroom Examples 8.GroupActivity oUR multilingual Learners Multilingual Learners bring so much assest to their learning communities from cultural background, educational experiences to their personal traits and interests. How do we as educators move away from what MLL cannot do to what they can do?

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Culturally Responsive Teaching CTT presentation

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View Paulette's ELL Toolkit padlet to gain strategies, materials, and much more to assist in serving your ELL kiddos.

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March 8 CTT Seminars - Made with PosterMyWall (2) (1)

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A really cool interactive game for students about Digital citizenship

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A really cool interactive game for students about Digital citizenship

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Interland is an adventure-packed online game that puts the key lessons of digital citizenship and safety into hands-on practice. Play your way to being Internet Awesome.

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Description: The right to play is fundamental to children's wellbeing and it is a universal right of the child. Play is central to how children learn and it should not be sidelined. In this session, we will look at the latest research around ‘Play’ and how we can create purposeful, well-thought-out, and intentional play experiences
and hands-on learning. Let’s tackle the assumption that play is a senseless (yet joyful) use of classroom time
and in opposition to ‘rigorous instruction’. Play activated learning IS real learning.

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Description: Diverse individuals from many cultures and languages populate school communities. Research suggests establishing and seeing the world through that intercultural competence lens.
What is intercultural competence? How does it create a sense of belongingness among community members? In this seminar we will examine the intersectionality of our social identity and positionality with intercultural competency.

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Description: In this seminar we will tackle the real challenges of digital
citizenship and digital dilemmas that educators and students face today.
What is digital citizenship? What isn't digital citizenship? Why is it important for students to
understand it?  How can we embed it in our daily teaching practices?  Participants in this
seminar will be provided with tools and skills needed to succeed as digital learners, leaders,
educators and citizens of today.

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CTT Leading a Book Creator Training - PD Fredrik de Grave

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Lower School Copy of Meaningful Learning

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Description: In this session we will explore the rationale for developing language goals around which to design lessons (along with content goals). We also discuss the most relevant strategies for fostering student success in a classroom rich with diverse language abilities. This session offers participants experience in developing language goals along with practical skills for future differentiation.

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Description: In this session we will explore evidence-based behavioral strategies for children with a range of abilities. We will also identify indicators of behavioral disorders and respond to them at the Tier 1 level. Together, we will answer the question, "What does every child need to achieve successful behavioral management?"

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Description: In this session we will explore Book Creator, an easy-to-use tool
for making multimedia digital books in any subject area, from primary grades
upwards. This seminar will offer participants tools to bring creativity to the
classroom, engage reluctant writers, and allow multiple ways for students to
demonstrate their knowledge and understanding of a subject matter.

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"Description: In this session, you will become familiar with simple classroom routines that focus on teaching the essential grammar conventions at each grade level. You will discover how, in just 10 minutes a day, you can have a miraculous effect on your students’ understanding of how language works, using the resource, 'Patterns of Power'."

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Kath Adams_ Pre-K - 10th Curriculum Coordinator.JPG