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Increasing Language Output For English Language Learners Through Interactive Language Strategies In The Elementary Mainstream Classroom
Get PDFMy experience as an EL teacher working with language learners on a daily basis and seeing the need for language support throughout the academic day led me to my research question, how can classroom teachers increase language output for English Learners through interactive strategies in the elementary mainstream classroom. Based on my research on interactive language strategies, I created a professional development series intended for all mainstream classroom teachers. The purpose of the presentations is to build teachers’ repertoire of interactive language strategies they can use in their classrooms to scaffold and differentiate for language learners in all content areas. The presentations will allow teachers to learn the strategies, practice them, and plan for differentiation and use in their own classrooms. Three different presentations will be given at different parts of the school year as part of the professional development series, and each will follow the same format of teaching and practicing the strategies. The intent is to give teachers access to strategies that they can then use in their classrooms immediately, and then build more and more strategies into their classroom routines as the year progresses. Ultimately, the goal is that teachers have a toolbelt of strategies that meet the needs of language learners and they are using them regularly, and students feel empowered to be the best versions of themselves and see themselves as successful learners
Antiracism and Culturally Responsive Teaching: Elevating Student Voice to Lead Critical Dialogue on Race
Get PDFSchools in America today operate to assimilate and oppress students of color, continuing to uphold systems of white supremacy that specifically harm Black and Indigenous students (Paris & Alim, 2014, 2017). Given this climate of systematic violence pervasive in schools, it is of paramount importance that all educators commit to unfaltering antiracism. This Capstone Project sets out to answer the research question: How can the implementation of culturally and linguistically responsive discussion protocols elevate students to lead critical conversations about race and identity in an English classroom? Through this inquiry, this study designs curriculum for a high school, English elective course entitled, “Me Against the World: Hip Hop, Identity, and Revolution”. This curriculum outlines six units of study that all focus on centering student-led, culturally and linguistically responsive discussion protocols to hold dialogic space critically examining the intersections between identity, race, and community-directed change. The discussion protocols highlighted in this course are modified from the work of Dr. Sharroky Hollie and Culturally and Linguistically Responsive Pedagogy (Hollie, 2018). This Capstone Project hopes to provide practical application for all educators seeking to implement culturally sustaining theory into their classrooms. This work aspires to lend itself to the argument that through culturally responsive discussion protocols, our learners can raise their voices to actualize a more equitable world
Implementing Math Discourse and Rich Math Tasks to Develop Mathematical Thinking
Get PDFMath is more than quick computation and the pursuit of correct answers. Math is sense-making. For students to thrive as problem solvers and critical thinkers in the classroom and beyond, attention must be paid to the development of their mathematical thinking. Mathematical thinking refers to the abilities to efficiently distinguish amongst specific procedures and flexibly formulate and represent strategies to suit a situation. It also includes the capacity to explain, analyze and justify one’s thinking with an understanding of self as an effective learner of math (Baroody et al., 2007; Boaler, 2018; Katz, 2014; Schoenfeld, 2016). This capstone project uses a two unit math curriculum to answer the question, how can upper elementary teachers use math discourse and rich math tasks to develop mathematical thinking? The curriculum provides established goals, assessments and a learning plan to transform the classroom math experience through the use of daily number talks, teacher talk moves and a variety of low floor, high ceiling tasks to foster the development of transformed math mindsets, a high quality discourse culture, and math experiences focused on sense-making. The hope is that the literature and curriculum can provide teachers with a starting point to transform math practices, supported with research and practical tools to implement discourse and rich math tasks into their math classrooms
How Does Teaching In Outdoor Classrooms Impact Secondary Student Learning Of Environmental Science Concepts?
Get PDFLearning in context through experiential learning is a widely recognized method of teaching students of all ages new content that allows for better comprehension of new concepts and ideas. In spite of this, many environmental science courses are taught in classrooms without utilizing nature as an additional aid to better student understanding. This capstone project asks the question, how does teaching in outdoor classrooms impact secondary student learning of environmental science concepts a nd includes a review of literature relating to experiential learning and outdoor classrooms. The second part is a curriculum unit that utilizes the framework: “backwards design” (Wiggins & McTighe, 2011) and is supported by the review of literature. It is hoped that this project will help in student learning of environmental concepts through the use of outdoor classrooms. It is also hoped that this project will show the value of outdoor learning experiences as an educational strategy and facilitate the creation of spaces for learning opportunities to occur
A Middle School Professional Development that uses Reading Comprehension Strategies to Create Engagement and Comprehension in Middle School Classrooms
Get PDFMany elementary students enter middle school disengaged with reading and lack literacy comprehension skills. All middle school teachers can make reading fun in their content classrooms to help students comprehend and engage with classroom content. This capstone project introduces a year-long, seven-session reading comprehension strategies professional development plan. This professional development plan motivates middle school teachers to use reading comprehension strategies to engage and help students understand their classroom content. This reading comprehension strategies professional development plan explains that each middle school teacher has their teaching style, and each student learns in their unique way. This capstone professional development plan impacts middle school teachers to adjust their content curriculum using three reading comprehension strategies to build engagement and comprehension for students in their classrooms. The capstone project conceptualizes the effect of using reading comprehension strategies in a middle school community
Poverty In Education: The Impact On Academic Vocabulary And Need For Early Interventions
Get PDFThe research question addressed in this extended literature review was: How does poverty impact academic vocabulary skills and how can early vocabulary interventions be used effectively in order to strengthen the academic vocabulary skills of students living in poverty? To determine effective interventions to use with low-income students, an extended literature review was conducted that analyzed research studies that implemented academic vocabulary interventions including explicit instruction of phonics and vocabulary, embedded instruction, class discussions, shared book reading, and guided reading. Ten research studies were reviewed with intervention lengths varying from five weeks to two school years. These studies measured improvements in vocabulary skills through both qualitative and quantitative data collection methods, including vocabulary assessments, teacher observations, and student responses to open-ended questions. Data from these studies indicated that explicit instruction interventions resulted in improved skills in word recall and decoding. Incorporation of discussions increased student motivation, word knowledge, and understanding of definitions. Shared book reading and guided reading improved students’ phonological awareness and skills in the areas of receptive vocabulary and decoding. Results of this study indicate that it is necessary for vocabulary interventions to be highly structured and supportive in order to improve vocabulary skills. Limitations, implications, and recommendations for future research are also included. (206 words
Improving Student Learning And Number Sense Through The Combination Of Cooperative Learning And Number Talks
Get PDFThis study explores the combination of two pedagogical techniques contributing to the development of mathematical literacy in one sixth grade mathematics class. The techniques involved in this project are cooperative learning, which focuses on the learning environment and Number Talks, which focuses on the development of number sense. This three month study involves implementing cooperative learning groups and instilling Number Talks to one sixth grade class of 20 students daily. For this study, the teacher and students participate in a series of monthly assessments, quantitative and qualitative, that are designed to measure the success of the project. This study intends to show that cooperative learning improves student confidence and Number Talks improves student number sense and ability to solve mathematical problems using multiple strategies. Literature suggests cooperative learning and Number Talks are successful by themselves, but the intent of this project is to demonstrate the combination of the two to be more successful.
Foundational Literacy For SLIFE
Get PDFStudents with limited or interrupted formal education (SLIFE) are a subset of English learners who may have no previous schooling, limited schooling, or interrupted prior schooling; they have had at least two fewer years of schooling than their peers. They not only lack English proficiency but also tend to have limited or no first language literacy (DeCapua & Marshall, 2015). This project looks to address English literacy instruction for SLIFE, knowing current practices are not meeting the needs of this population, as evidenced by SLIFE having some of the highest high school dropout rates (DeCapua et al., 2007). The research question addressed in this project was: what strategies and materials are most effective for teaching foundational literacy to SLIFE with low English Language Proficiency at the secondary level? Despite a lack in quantity of research, there are some high leverage ideas for teachers who are working with SLIFE at the secondary level, and the aim of this project is to create a workshop that will bring this research to the forefront. For instance, understanding key characteristics of this population is crucial in order to lessen cultural dissonance and create a more welcoming classroom environment. Decapua and Marshall (2015) provide research-based insight and strategies that are useful to secondary teachers. Additionally, Hos (2016) offers suggestions for how secondary teachers have used reading, writing, listening, and speaking to help SLIFE develop basic literacy skills within a curriculum. This project involved creating five professional learning sessions focusing on literacy instruction for SLIFE. The sessions are designed for any teacher providing literacy instruction to SLIFE, with the intended outcome being higher achievement outcomes for SLIFE. After initially introducing SLIFE and their unique assets and needs, sessions center around components of literacy development that have been supportive for SLIFE, including phonemic awareness, oral language development, and vocabulary and building background knowledge (Hos, 2016). There are strategies and resources available that can better support SLIFE as they develop literacy skills, and this project aspires to guide teachers through identifying and implementing research-based practices for better student outcomes
The Advantages of Existing English-Medium Models in Meeting the Linguistic Needs of Elementary ELL Students
Get PDFResearch on an equitable education for English Language Learner (ELL) students shows that ELLs underperform on standardized and grade-level assessments as compared to their non-ELL peers. This specific achievement gap persists when ELLs are taught and assessed in only English— a language they are not yet fully proficient in. In order to close this achievement gap, ELL students should be taught content and language simultaneously by teachers who are all experienced in using English language development strategies, while valuing multilingualism as an asset to learning. English-medium schools attempt to meet this goal through the English Language Development (ELD) program models of Pull-out, Push-in, or Co-teaching. However, the specific academic needs of ELLs remain holistically unmet, as they continue to face inequities in accessing all grade-level content in meaningful ways. To understand how to better meet the linguistic needs of ELLs within this setting, the research question of this study is: Which existing English-medium ELL program model (Pull-out, Push-in, Co-teaching) is most effective in meeting the linguistic needs of elementary ELL students, and how can these models be more successful? More quantitative research is still needed to determine the effects of English-medium models on ELL student success. However, the review of literature indicates that each of these models has strong advantages and disadvantages to closing the achievement gap for ELLs. Therefore, the guide designed as the culminating project of this study focuses on utilizing the advantages found within each of the three models within any ELD program. ELL teachers can use this guide to collaborate with mainstream teachers and school administrators to take a holistic, school-wide approach to meeting the academic needs of ELLs. This guide will benefit schools by providing research and strategies for implementing the advantages of all English-medium models, despite a lack of existing research on the topic. The goal of this study is for all educators that serve ELLs to be empowered to meet their unique academic needs within any ELD program model, and for ELL students to experience increased language and academic growth as a result
Media Literacy for Political Engagement: A Curricular Unit Design
Get PDFThe question that guided this research was: How can critical media literacy skill development increase students’ ability and willingness to politically engage? Research shows that despite the fact that most Americans view social media use as just a distraction, young people are using the participatory tools and technologies found on social media platforms to engage with political ideas online. Media literacy education frequently focuses on teaching and learning consumption-centered skills like analysis and evaluation; but a media literacy curricular unit that encourages meaningful political engagement would acknowledge the new, production-centered reality that students inhabit. This curricular unit design for a high school social studies classroom encourages students to produce their own piece of media, designed for sharing on a social media platform and aimed at addressing a public policy issue of their choice. Students will analyze their own and their peers’ projects for effectiveness in sparking social change. They will also reflect on their own experience as consumers and creators on online platforms, weighing their participation against social justice and ethical principles. The goal of the project is to support students in developing understandings of the concepts of power and social change, so that they may better solve political problems in their own communities by evaluating potential courses of action for effectiveness