2015 Proceedings

2015 Urban Education Conference
ELL: Culturally and Linguistically Diverse Learners
1. Trying to Define Effective Instruction for English Language Learners; Dr. Claude Goldenberg, Nomellini & Olivier Professor of Education, Stanford University

Dr. Claude Goldenberg discussed the key aspects of the research pertaining to educating ELLs, including what has been researched to date and how the research base is evolving. Goldenberg discussed some important recent findings and challenges and opportunities educators face in helping English learners succeed academically.

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2. Why a Whole School Approach to ELL Success? Margarita Calderon, Professor Emerita, Johns Hopkins University

Dr. Margarita Calderon discussed encompassing all teachers in ELL education as a way to decrease drop-out rate and increase overall performance of ELs. She discussed utilizing the professional development program known as ExC-ELL to generate instructional components across curriculum. She also addressed targeting focus areas for ELL development, including academic vocabulary, language, reading and writing from sources, and building knowledge on the disciplines.

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3. Creating Fertile Spaces for Students with Trauma and Interrupted Formal Education; Helaine W. Marshal, Ph. D., Long Island University – Hudson

Helaine W. Marshall discussed creating fertile spaces for students by using the Mutually Adaptive Learning Paradigm®. This culturally responsive teaching model makes new tasks accessible with familiar language and content, scaffolds the written word through oral interaction and incorporates both group responsibility and individual accountability. She also discussed the Intercultural Communication Framework, touching on the ways to engage and maintain working relationships with students from various backgrounds.

Click for full presentation: PART 1, PART 2, PART 3, PART 4, HANDOUTS

4. ELL Assessment: One Size Doesn’t Fit ALL; Teddi Predaris, DSF Consulting

Teddi Predaris discussed the different purposes of English language learner (ELL) assessment and why assessment should be differentiatedfor ELLs. She discussed the need for fair and appropriate assessment as well as methods for differentiating formative assessment for ELLs. Predaris demonstrated that the use of linguistic modifications and other types of scaffolded formative assessment can provide a more accurate and meaningful assessment of ELLs’ progress to enable teachers to guide and tailor instruction appropriately to meet students’ individual needs.

Click HERE for full presentation and HERE for handouts.

5. PALS for ELLs: Friend or Foe? Gliset Colon, Doctoral Scholar, University at Buffalo and Bilingual Teacher, Buffalo Public Schools

Gliset Colon addressed the use of PALS for ELs. She discussed the efficiency of using specific peer-assisted learning strategies—partner reading and paragraph shrinking—to improve oral reading fluency and content knowledge in social studies and science.

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6. Moving Past Summary: Two Heuristics That Move Students into Analysis; Patricia Kapps, TR Proctor High School, Utica City School District

Patricia Kapps discussed the steps for implementing Heuristics in the classroom. She focused on two heuristics: Notice and Focus and the Method. Through the two Heuristics Kapps discussed moving students from summarizing to analyzing complex texts.

Click HERE for full presentation and HERE for Handout.

7. ELLs and the Common Core: Strategies for Effective Teaching under NY’s New Regulations; Diane Staehr Fenner, Ph. D., DSF Consulting

Diane Staehr Fenner discussed the implications of the New York State Commissioner’s Regulations Part 154 on ELL educators’ current roles and the vision for their future role. In addition, she addressed the use of New Language Arts Progressions to scaffold instruction for ELs at NY’s five levels of proficiency —Entering, Emerging, Transitioning, Expanding, and Commanding.

Click HERE for full presentation and HERE for handouts.

8. Effective Instructional Models for ELLs in 6-12; Shawn Slakk, Margarita Calderon and Associates

Shawn Slakk discussed the use of ExC-ELL to improve upon student’s vocabulary, reading and writing skills. He stressed the importance of vocabulary and the use of activities to develop student’s ability to read and write using various text types and writing structures.

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9. Effective Instructional Models for ELLs in Pre-K-5; Margarita Calderon, Professor Emerita, Johns Hopkins University

Dr. Margarita Calderon discussed evidence-based instructional practices and the use of Vocabulary, reading and writing with ExC-ELL. She expressed that educators should engage students in peer practice to develop word and concept knowledge as well as strengthen their educational foundation—vocabulary and discourse, reading comprehension, writing and cooperative learning.

Click HERE for full presentation.