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LIRBERN Conference Integrating Science and Language Agenda 03.09.2022.docx

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Watch the short video clip on phenomenon and 3-D learning at the beginning of the unit

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Watch the short video clip on phenomenon and 3-D learning at the beginning of the unit

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Webinar #5 A Classroom Example Phenomenon and 3-D Learning

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Watch the short video clip on modalities at the beginning of the unit

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Watch the short video clip on modalities at the beginning of the unit

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Webinar #5 A Classroom Example Modalities

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Focus Question: How do these video clips illustrate the phenomenon and 3-D learning classroom instruction shifts?

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Focus Question: How do these video clips illustrate the phenomenon and 3-D learning classroom instruction shifts?

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Focus Question: How do these video clips illustrate the modalities classroom instruction shift?

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Focus Question: How do these video clips illustrate the modalities classroom instruction shift?

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Watch the short video clip on registers at the beginning of the unit

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Watch the short video clip on registers at the beginning of the unit

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Webinar #5 A Classroom Example Registers

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Focus Question: How do these video clips illustrate the registers classroom instruction shift?

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Focus Question: How do these video clips illustrate the registers classroom instruction shift?

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How is this approach to science instruction with English Language Learners similar to what you already do?

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How is this approach to science instruction with English Language Learners similar to what you already do?

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How is this approach to science instruction with English Language Learners different to what you already do?

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How is this approach to science instruction with English Language Learners different to what you already do?

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How is this approach to science instruction with English Language Learners similar to what you already do?

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How is this approach to science instruction with English Language Learners similar to what you already do?

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How is this approach to science instruction with English Language Learners different to what you already do?

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How is this approach to science instruction with English Language Learners different to what you already do?

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How is this approach to science instruction with English Language Learners similar to what you already do?

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How is this approach to science instruction with English Language Learners similar to what you already do?

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How is this approach to science instruction with English Language Learners different to what you already do?

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How is this approach to science instruction with English Language Learners different to what you already do?

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Watch the short video clip on phenomenon and 3-D learning later in the unit

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Watch the short video clip on phenomenon and 3-D learning later in the unit

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Watch the short video clip on modalities later in the unit

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Watch the short video clip on modalities later in the unit

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Webinar #5 A Classroom Example Modalities - Later in Unit

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Watch the short video clip on registers later in the unit

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Watch the short video clip on registers later in the unit

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ALL students benefit from using multiple modalitis.

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ALL students benefit from using multiple modalitis.

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I like how the students are immersed in the topic with a hands on activity, which leads them to naturally form the questions them selves that they want to figure out

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Students use everyday life to investigate, ask questions, form patterns

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Students use everyday life to investigate, ask questions, form patterns

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hands on learning

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I like that student learn vocabulary as they are learning the topic.

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I like that student learn vocabulary as they are learning the topic.

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Students are using language to achieve a goal.

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Students are using language to achieve a goal.

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This curriculum loots very interesting and practical. Learning through doing, then the language and vocabulary is infused with the learning.

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I observed that the focus is on experiential learning.  This helps MLLs internalize what they are learning.

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I observed that the focus is on experiential learning.  This helps MLLs internalize what they are learning.

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Experiential learning

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Usually in science we pre teach some vocabulary. With 3D students learn vocabulary during observations, wuestioning, creating and analyzing. More engaging

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I keep to thematic units in my stand alone classes. I always try to incorporate a real life activity, going outside to observe different kinds of leaves, observing spring changes, ect.

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Hands on activities enable SIFE/LD students to access the curriculum. It increases confidence also.

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Hands on activities enable SIFE/LD students to access the curriculum. It increases confidence also.

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relevant and meaningful

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Students can use personal experiences to make a connection to learning.

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Multiple modalities allows all students to participate. Students have opportunities to communicate in simple and complex ways

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Students are able to express themselves in different ways.

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Visual representations do not require specific linguistic constructs.

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Modalities cater to the different types of learners, and it provides varied supports for our MLLs.

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There’s a progression in their language. More specialized language when communicating ideas.

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Students will have the frame of reference first. Then, the acquired academic vocabulary will be much more meaningful.

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Focusing on the content, not just the linguistic accuracy

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Students are able to bridge the new vocabulary with what they are presently doing. This enhances their ability to internalize the new words.

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Learning target vocabulary through hands on activities helps students get the vocabulary naturally.

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Learning target vocabulary through hands on activities helps students get the vocabulary naturally.

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L.I. RBERN 3-9-22 - Participant Version.pptx

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Earn 15 asynchronous CTLE hours in ELLs, Content, and Pedagogy

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Okhee is widely recognized for advancing research, policy, and practice that simultaneously promote science and language learning for all students, including English learners. She has directed research projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation, and other national and state organizations. Read More

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Okhee is widely recognized for advancing research, policy, and practice that simultaneously promote science and language learning for all students, including English learners. She has directed research projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation, and other national and state organizations. Read More

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Theresa Ocol (Division of Multilingual Learners, NYC DOE)

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Theresa Ocol (Division of Multilingual Learners, NYC DOE)