Improving english oral communication skills of pakistani public
16-3-25.CABE.STANFORD.SFUSD.pptx
1. March 25, 2016
Stanford/SFUSD Partnership Meeting
Stanford, CA
Building Capacity for Professional
Learning of English Language
2. Welcome and Introductions
Angie Estonina, SFUSD C&I Multilingual Pathways Department
Neil Hasser, Doctoral Student
Lisa Kwong, SFUSD C&I Multilingual Pathways Department
Jeff Zwiers, Stanford University, Senior Researcher
Understanding Language/SCALEStanford/SFUSD Partnership
3. That’s Me!
If the statement applies to you, stand up and shout out “That’s Me!”
Speak another/other language(s) other than English.
My role: district or site administrator, teacher support, classroom
teacher, paraeducators, other support staff
Years in education: Brand New, 1-5 years, 5-15 years, 15 -25, 25+
I work with English Learners.
I am/was an English Learner myself.
I want to help improve language instruction for English Learners.
Understanding Language/SCALEStanford/SFUSD Partnership
4. 3 Minute Greeting
Understanding Language/SCALEStanford/SFUSD Partnership
1. Everyone stand up and connect with as many colleagues as
you can within the time given.
2. Share: name, role, and your understanding of Designated and
Integrated ELD.
3. Observe how your idea changes with each partner exchange.
Stronger! Clearer!
5. SFUSD Students
Understanding Language/SCALEStanford/SFUSD Partnership
Of our 54,000 TK-12 Students:
● 65 different languages spoken
● Total ELs = 14,697 (27%)
○ Newcomers (0-2 years) = 3,379
○ Developing (2-5 years)= 6,924
○ LTEL (5+years) = 3,400
○ ELs with IEPs = 2,280
6. New Standards: Overhauling the Teaching of ELD
LESS MORE
Individual
memorization of word
meanings and using
language for points
Using language to
collaborate,
understand,
communicate, & build
whole ideas
Understanding Language/SCALEStanford/SFUSD Partnership
7. Designated & Integrated ELD
Designated Integrated
Language
development is the
main goal of lessons;
rich and engaging
content supports the
development of
language. Students
are grouped by
proficiency level.
Content
development is the
main goal of
lessons, with
language being a
close—and
vital—secondary
focus.
Authentic and
engaged
communication is
the best way to
learn and
remember
language and
content.
Understanding Language/SCALEStanford/SFUSD Partnership
9. How to go from…
Compliance Commitment
Capacity
Building
10. Challenges Create Opportunity for SFUSD
• Current State: ELD ambiguity and atrophy
• Number of K-5 & K-8 schools served by MPD: 72
Understanding Language/SCALEStanford/SFUSD Partnership
12. Guiding Research Question
What aspects of teacher
knowledge and practice changed,
if at all, as a result of a
multidimensional model of
professional development
focused on designated and
integrated ELD?
Understanding Language/SCALEStanford/SFUSD Partnership
13. What is a MOOC?
- MOOC stands for Massive Online
Open Course that’s free
- offers access to high quality
university lectures
- unlimited enrollment from
around the world
- a hybrid model of online learning
and face-to-face interactions
Understanding Language
16. Scope of Project?
WHAT WHO
● Hybrid professional learning
model with:
○ 5 online modules
○ 4 face-to-face meetings
● FALL: Designated ELD: 3 Key
Features for
Communication
● SPRING: Integrated ELD:
Content Conversations
● Classroom teachers
● Site support teachers and
coaches
● Cross department central
office content specialists
● Site based and central
office administrators
Understanding Language/SCALEStanford/SFUSD Partnership
18. Communication Features
for Designing Activities
FEATURE 1 – Useful & Engaging Purpose: In the activity,
students use language to do something meaningful and
engaging (beyond just to answer questions or get points); the
activity prepares students to use language for academic
purposes.
FEATURE 2 - Information Gap: In the activity, students
get or give information that they want, need, and don’t
have.
FEATURE 3 - Attention to Language in service of
communication: In the activity, there is extra teaching
and assessment focused on improving how language is
used. This includes structuring interactions, modeling,
practicing, giving feedback, and/or scaffolding.
Understanding Language/SCALEStanford/SFUSD Partnership
19. Communicativeness Design & Observation
Tool (CDOT) – Video Analysis
Understanding Language
Activity: Using the CDOT tool, can you
identify the 3 features in the following
Designated ELD lesson?
27. DATA ANALYSIS: Classroom Observations
Engaging/Purpose:
• High interest topics + info. Gap correlated
with student engagement
• Structured S:S talk w/ focus on articulating
opinions correlated w/ higher engagement
• Integrating deeper, underlying purpose into
activity more challenging for many
Understanding Language/SCALEStanford/SFUSD Partnership
28. DATA ANALYSIS: Classroom Observations
• Info. Gap– 2 basic types observed:
• Students need info. held by
teacher
• Student pairs each had info.
needed by a partner–
• The above seemed more successful
than 1st
one
Understanding Language/SCALEStanford/SFUSD Partnership
29. DATA ANALYSIS: Classroom Observations
• Attention to language:
• Many valued creating more time/space
for S:S structured interactions & less
teacher talk
• Instances of more student use of
language correlated with multifaceted
strategies from T.
Understanding Language/SCALEStanford/SFUSD Partnership
30. DATA ANALYSIS: 30- Min. Interviews
• Engaging/ purpose:
• Deeper underlying purpose a challenge
• More time built in for S:S conversation, the
more engaged students seemed
• Info. Gap: New concept– appreciated its
inclusion in structuring activities
• Attention to language:
• Many found more teacher modeling correlated
with more students using language
• Harder to get students to USE scaffolds in S:S talk
Understanding Language/SCALEStanford/SFUSD Partnership
31. Now What?
• Continue symbiotic benefits of collaboration
between educators and researchers
• Morph live sessions into PLCs that focus on MOOC
topics
• Offer MOOC’s as an option for high quality
professional development
• Bring colleagues across curricula together
Understanding Language/SCALEStanford/SFUSD Partnership
32. Understanding LanguageDesignated ELD MOOC
Final Word from Jeff Zwiers
Many students are in dire need of
authentic practice in using language to
communicate. Their brains are wired to
use language to engage, learn, describe,
and build ideas with others. We owe it to
them to make the most of the precious
minutes we have with them
in class. Good luck!
