https://padlet.com/prescottbr/EDU501 Action Research Project en-us 2017-03-19 13:22:03 UTC 2024-05-24 19:02:58 UTC hello@padlet.com prescottbr https://padlet.com/prescottbr/EDU501/wish/160990113 2017-03-19 13:29:56 UTC https://padlet.com/prescottbr/EDU501/wish/160990113 prescottbr https://padlet.com/prescottbr/EDU501/wish/160992496 Keengwe and Hussein (2014) discuss how computer assisted instruction, or CAI, dramatically increases academic success of English language learners. This supplement to traditional instruction resulted in higher scores on national assessments, compared to ELL students who did not receive CAI. The CAI gives students additional practice time, training sessions, simulation activities, and games. Students involved in this studied demonstrated positive attitudes toward learning, engagement, motivation, and positive collaboration. ]]> 2017-03-19 14:10:04 UTC https://padlet.com/prescottbr/EDU501/wish/160992496 prescottbr https://padlet.com/prescottbr/EDU501/wish/160992628 2017-03-19 14:12:11 UTC https://padlet.com/prescottbr/EDU501/wish/160992628 prescottbr https://padlet.com/prescottbr/EDU501/wish/160992667           Keengwe, J., & Hussein, F. (2014). Using computer-assisted instruction to enhance achievement of english language learners. Education and Information Technologies, 19(2), 295-306. ]]> 2017-03-19 14:12:26 UTC https://padlet.com/prescottbr/EDU501/wish/160992667 prescottbr https://padlet.com/prescottbr/EDU501/wish/160996542 Aside from learning successful strategies for teaching English language learners, teachers must also develop empathy for these students, according to de Oliveira (2011). Teachers were required to sit through a lesson that was conducted in a foreign language. The first time, this was done without using any common ESL strategies. The teachers involved in the study expressed feeling frustrated and uncomfortable. During the second phase, ESL supports were in place. Some of these included enunciation, using intonation, body language, hand gestures, written expression, short sentences, visuals, manipulatives, review, and “acting out”. Teachers reported feeling less frustrated, less anxious, and more confident. Teachers were much more likely to reach understanding when the ESL supports were in place and they left feeling a greater sense of awareness for their ESL students and their needs. ]]> 2017-03-19 15:00:53 UTC https://padlet.com/prescottbr/EDU501/wish/160996542 prescottbr https://padlet.com/prescottbr/EDU501/wish/161000734           Maxwell, L. A. (2014). ESL and classroom teachers team up to teach common core. The Education Digest, 79(5), 4-9. ]]> 2017-03-19 15:49:45 UTC https://padlet.com/prescottbr/EDU501/wish/161000734 prescottbr https://padlet.com/prescottbr/EDU501/wish/161001029           de Oliveira, L.,C. (2011). In their shoes: Teachers experience the needs of english language learners through a math simulation. Multicultural Education, 19(1), 59-62.]]> 2017-03-19 15:53:41 UTC https://padlet.com/prescottbr/EDU501/wish/161001029 prescottbr https://padlet.com/prescottbr/EDU501/wish/161011952 Maxwell (2014) focused his research on a teacher who was struggling to meet the needs of her ESL students. She reached out to the school’s ESL teacher for support. Together, they analyzed standards and broke them down into basic, fundamental knowledge. The general education teacher realized that, regardless of the core content area being taught, language is an integral piece of the puzzle. Having ESL teachers push in to support general education can help reduce the barriers these students face and provide support for both learners and teachers. In order for this system to be successful, ESL teachers should be familiar with content standards and general education curriculum to best reduce the achievement gap and help all students find success. ]]> 2017-03-19 18:04:14 UTC https://padlet.com/prescottbr/EDU501/wish/161011952 prescottbr https://padlet.com/prescottbr/EDU501/wish/161012316           Cwynar, D. P., & Hewett, S. (2010). Helping ELLs master the dreaded word problem. Middle Ground, 14(2), 34. ]]> 2017-03-19 18:09:02 UTC https://padlet.com/prescottbr/EDU501/wish/161012316 prescottbr https://padlet.com/prescottbr/EDU501/wish/161013242 While word problems are known to be difficult for students in mathematics classes, they pose and even greater challenge to those students who are ESL learners. Two main techniques have been shown to be helpful in this area, as found by Cwynar and Hewett (2010). The first is having English proficient students aid the ESL students. It is the best case scenario if they are able to translate, but has also been successful for them to work one-on-one and provide mentoring services. Another helpful strategy is have your ESL students create “foldables” where they write key academic vocabulary on the outer sleeve and the definition on the inner tab. This way, they are practicing reading, writing, and have a resource they can access to help them solve tricky word problems.]]> 2017-03-19 18:20:57 UTC https://padlet.com/prescottbr/EDU501/wish/161013242 prescottbr https://padlet.com/prescottbr/EDU501/wish/161019384           Alt, M. m., Arizmendi, G. D., Beal, C. R., Nippold, M., & Pruitt-Lord, S. (2014). The Relationship Between Mathematics and Language: Academic Implications for Children With Specific Language Impairment and English Language Learners. Language, Speech  & Hearing Services In Schools, 45(3), 220-233.]]> 2017-03-19 19:26:43 UTC https://padlet.com/prescottbr/EDU501/wish/161019384 prescottbr https://padlet.com/prescottbr/EDU501/wish/161021505 Studies show that students who are being taught in a language that is foreign to them not only perform worse on reading assessments, but mathematics assessment as well (Alt, 2014). ESL students performed better on assessments with simpler language, than those whose language were complex. They also were able to fix mistakes made on assessments by being allowed to respond in their native language. This indicates that their cognitive ability is present, but the language barrier is inhibiting our ability to accurately assess them. Another possibility is that when these students are “switching” languages in their head to solve problems, they are leaving more room for error to occur. ]]> 2017-03-19 19:51:53 UTC https://padlet.com/prescottbr/EDU501/wish/161021505 prescottbr https://padlet.com/prescottbr/EDU501/wish/161023118           Gann, L., Bonner, E. P., & Moseley, C. (2016). Development and Validation of the Mathematics Teachers' Beliefs About English Language Learners Survey ( MTBELL). School Science & Mathematics, 116(2), 83-94.]]> 2017-03-19 20:10:18 UTC https://padlet.com/prescottbr/EDU501/wish/161023118 prescottbr https://padlet.com/prescottbr/EDU501/wish/161023948 According to Gann (2016), teachers instructional decisions are strongly based on preconceived beliefs that teachers possess. There is currently an achievement gap between English language learners and students who call English their home language. Personal biases and beliefs that math instruction is not affected by language can cause this achievement gap to widen. It can be beneficial to incorporate students’ language and cultures into the math instruction to increase their chance of academic success. Teachers must be acutely aware to the individual students they are teaching and make necessary accommodations to include them in the curriculum. ]]> 2017-03-19 20:17:38 UTC https://padlet.com/prescottbr/EDU501/wish/161023948 prescottbr https://padlet.com/prescottbr/EDU501/wish/162559125           Beninghof, A. a., & Leensvaart, M. m. (2016). Co-Teaching to Support ELLs. Educational Leadership, 73(5), 70-73. ]]> 2017-03-25 12:36:03 UTC https://padlet.com/prescottbr/EDU501/wish/162559125 prescottbr https://padlet.com/prescottbr/EDU501/wish/162561368 After receiving a surge of English language learners in their Colorado school, this building looked for new approach to reach their learners. They abandoned the “pull out method” for language support and began using their English language educators as co-teachers in the general education classroom. The three main components to this trial were that students were receiving core instruction for 100% of the day, general education and English language learners’ teachers shared responsibility over student progress, and there was targeted instruction integrated into both reading and math for ESL students. They placed a heavy emphasis on the incorporation of scaffolding into their daily instruction and found that student success, as well as teacher growth, were apparent from their new learning plan (Beninghof, 2016).]]> 2017-03-25 13:25:07 UTC https://padlet.com/prescottbr/EDU501/wish/162561368 prescottbr https://padlet.com/prescottbr/EDU501/wish/162568837 As the number of students who are English language learners continues to rise in American schools, one thing is often misconstrued. Nemeth (2015) found that educating these students is not the job of the specialized staff, but rather the district as a whole. They found the use of dual language learning, or education in their native language and English, proved to be a determining factor in student success. Educators need to understand the knowledge and skills developed in students’ first language and utilize these components to develop their understanding of a second language. Schools needs to create a comprehensive language plan to support students at school and help them in developing their English language proficiency. ]]> 2017-03-25 15:45:35 UTC https://padlet.com/prescottbr/EDU501/wish/162568837 prescottbr https://padlet.com/prescottbr/EDU501/wish/162568855           Nemeth, K. N. (2015). Comprehensive Support for Young English Learners. Principal, 94(5), 26-30.]]> 2017-03-25 15:46:05 UTC https://padlet.com/prescottbr/EDU501/wish/162568855 prescottbr https://padlet.com/prescottbr/EDU501/wish/162569218           Banse, H. W., Palacios, N. A., Merritt, E. G., & Rimm-Kaufman, S. E. (2017). Scaffolding English language learners' mathematical talk in the context of Calendar Math. Journal Of  Educational Research, 110(2), 199-208.]]> 2017-03-25 15:53:44 UTC https://padlet.com/prescottbr/EDU501/wish/162569218 prescottbr https://padlet.com/prescottbr/EDU501/wish/162570018  Fourth grade educators experimented with ways to support their English language learners in math class (Banse, 2016). Their attempt to incorporate a math calendar into the curriculum did not prove to increase student collaboration and discussion in this content area. There were, however, other modifications made that helped these students join meaningful mathematical conversations.  These included providing visuals of questions asked, summarizing other students’ responses, valuing self-talk, and demonstrating how to correctly use necessary math vocabulary. These practices can increase student participation and understanding during math discussion.]]> 2017-03-25 16:08:51 UTC https://padlet.com/prescottbr/EDU501/wish/162570018 prescottbr https://padlet.com/prescottbr/EDU501/wish/162571170           Puccio, S. (2012). Acculturating into the American School System: Supporting our English Language Learners. Social Studies Review, 51(1), 84-88.]]> 2017-03-25 16:30:49 UTC https://padlet.com/prescottbr/EDU501/wish/162571170 prescottbr https://padlet.com/prescottbr/EDU501/wish/162571280 As a former English language learner, Puccio (2012) is now a language arts teacher who also focuses on language development in his district. He highlights three integral pieces that are essential for the success of English language learners. The first is that these students need support academically, as well as with their language development. Puccio notes there are countless successful interventions available, and that they key is focusing on the individual child. The second component is to support students’ social and emotional needs. Incorporating students’ prior knowledge and personal cultures is one key way to do so. The last piece is to celebrate victories and focus on continued improvement. ]]> 2017-03-25 16:32:41 UTC https://padlet.com/prescottbr/EDU501/wish/162571280 prescottbr https://padlet.com/prescottbr/EDU501/wish/162576280 2017-03-25 18:00:15 UTC https://padlet.com/prescottbr/EDU501/wish/162576280 prescottbr https://padlet.com/prescottbr/EDU501/wish/162576918 2017-03-25 18:10:43 UTC https://padlet.com/prescottbr/EDU501/wish/162576918 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577076 2017-03-25 18:14:00 UTC https://padlet.com/prescottbr/EDU501/wish/162577076 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577096 2017-03-25 18:14:21 UTC https://padlet.com/prescottbr/EDU501/wish/162577096 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577180 2017-03-25 18:16:09 UTC https://padlet.com/prescottbr/EDU501/wish/162577180 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577248 2017-03-25 18:17:45 UTC https://padlet.com/prescottbr/EDU501/wish/162577248 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577279 2017-03-25 18:18:26 UTC https://padlet.com/prescottbr/EDU501/wish/162577279 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577373 2017-03-25 18:20:34 UTC https://padlet.com/prescottbr/EDU501/wish/162577373 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577517 2017-03-25 18:23:36 UTC https://padlet.com/prescottbr/EDU501/wish/162577517 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577574 How can I help my English language learners better access our math curriculum?]]> 2017-03-25 18:24:50 UTC https://padlet.com/prescottbr/EDU501/wish/162577574 prescottbr https://padlet.com/prescottbr/EDU501/wish/162577992 I teach a class of 31 students. Three of my students are classified as cognitively impaired, two are emotionally impaired, and two have a learning disability. In my classroom, I have six students who are English language learners. Three of my students speak Ukrainian at home, two speak Spanish, and one speaks Polish. My fourth grade teaching partner has two ESL students, who I teach in math and science. We group our students in math based on ability level. Of the eight ESL students, seven placed into the more advanced group, with the outlier being a child who has a learning disability. I have found it difficult to push these students as mathematicians and assess their understanding of the content accurately. I feel that the language barrier has played a role in these struggles. I also have a hard time making connections with these families.]]> 2017-03-25 18:34:06 UTC https://padlet.com/prescottbr/EDU501/wish/162577992 prescottbr https://padlet.com/prescottbr/EDU501/wish/162578434 2017-03-25 18:43:25 UTC https://padlet.com/prescottbr/EDU501/wish/162578434 prescottbr https://padlet.com/prescottbr/EDU501/wish/162578503 How can I get consent for students to participate?]]> 2017-03-25 18:44:21 UTC https://padlet.com/prescottbr/EDU501/wish/162578503 prescottbr https://padlet.com/prescottbr/EDU501/wish/162578520 What do I do if parents don't want their child to participate?]]> 2017-03-25 18:44:41 UTC https://padlet.com/prescottbr/EDU501/wish/162578520 prescottbr https://padlet.com/prescottbr/EDU501/wish/162578543 How can I show growth when my problem is not that students aren't understanding content?]]> 2017-03-25 18:45:18 UTC https://padlet.com/prescottbr/EDU501/wish/162578543 prescottbr https://padlet.com/prescottbr/EDU501/wish/162578573 Is my topic too broad?]]> 2017-03-25 18:46:06 UTC https://padlet.com/prescottbr/EDU501/wish/162578573 prescottbr https://padlet.com/prescottbr/EDU501/wish/162663313 2017-03-26 22:23:16 UTC https://padlet.com/prescottbr/EDU501/wish/162663313 prescottbr https://padlet.com/prescottbr/EDU501/wish/162663362 2017-03-26 22:23:47 UTC https://padlet.com/prescottbr/EDU501/wish/162663362 prescottbr https://padlet.com/prescottbr/EDU501/wish/162663555 2017-03-26 22:26:20 UTC https://padlet.com/prescottbr/EDU501/wish/162663555 prescottbr https://padlet.com/prescottbr/EDU501/wish/162663635 2017-03-26 22:27:23 UTC https://padlet.com/prescottbr/EDU501/wish/162663635 prescottbr https://padlet.com/prescottbr/EDU501/wish/162663744 2017-03-26 22:28:51 UTC https://padlet.com/prescottbr/EDU501/wish/162663744