cooperative and blended learning for mainstreamed …...cooperative and blended learning for...
TRANSCRIPT
Cooperative and Blended
Learning for Mainstreamed
Newcomer Students
Rima Majaess: [email protected]
Dayga Shariff : [email protected]
Teachers of English as a Second Language in Nova Scotia
Fall Conference 2016-Dalhousie University
Cooperative and Blended Learning for Mainstreamed Newcomer Students
Workshop Road Map
Introduction Rima, Dayga and our assignments
About you?
ESL-EAL mainstreamed Newcomer students at
Citadel High School
Experimenting with practical online blended
tools Nova Scotia Cooperative Education
Program
Closing the Gaps: Differentiated practices,
adaptations and accommodations to support
language learners
Group discussions
Cooperative and Blended Learning for mainstreamed newcomer students
• UN Refugee Agency
says more than half of
the 6 million school-age
children under its
mandate have no school
to go to. UNHCR Report
September 2016 "Missing Out:
Refugee Education in Crisis",
• An immigrant leaves
his homeland to find
greener grass. A refugee
leaves his homeland
because the grass is
burning under his
feet…". Barbara Law, More
Than Just Surviving
Handbook.
Cooperative and Blended Learning for mainstreamed newcomer students
Life obstacles, lack of literacy and interrupted education does not
mean:
• less intelligent…
• Need special education (large spectrum)
Closing Gaps require:
• Promoting engaging ESL-EAL learners
• Building capacity, connecting & collaborating
• Developing basic and emotional skills through
blended & experiential learning
Cooperative and Blended Learning for mainstreamed newcomer students
Promoting & engaging
• Academic success
relies on the ability
to engage and mainstream
newcomers students with
the school community.
“You can’t do everything but you
can do something.”
Travis Price
Cooperative and Blended Learning for mainstreamed newcomer students
• Building capacity, connecting & collaborating
Language learning and building skills focus on blended and experiential learning within a responsive community
Cooperative and Blended Learning for mainstreamed newcomer students
Practical online blended tools
• offers a series of activities that build vocabulary, interests and finds student strengths
• Builds the student portfolio of found interests and strengths.
• Finds ways to highlight successes for the student
• Provides students with concrete experiences interventions necessary for newcomers language learners
The NS Cooperative Education Program
Cooperative and Blended Learning for mainstreamed newcomer students
Differentiated teaching
Adaptations and modifications made to NS Co-op Program in
instructional and assessment practices to facilitate student’s
success. Ex:
- Size √ Participation (16 years old)
– Time √ Level of Support
– Input √ Alternate Goals
– Output √ Substitute Curriculum
– Difficulty
Cooperative and Blended Learning for mainstreamed newcomer students
Developing Basic & emotional skillsKey strategies…
“Experiential learning takes place when a person involved in an activity looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity.”
John Dewey
Cooperative and Blended Learning for mainstreamed newcomer students
Let’s put in practice Adaptations
Difficulty• Adapt the skill level
• Adapt vocabulary
• Simplify task directions
• Adapt the number of items that the learner is expected to learn or complete
• Change rules to accommodate learner needs
How Do we implement professional
development in understanding RCH-HR
experiences and supportive
classroom strategies?
How do we implement strategies to
create a supportive learning and
responsive Community?
Does your institution/ school have
support mechanisms for peer-support
groups and experiential curriculum?
Does your institution/ school have
strategies in place seeking to
address newcomer students’ feedback
about issues such as curriculum
gaps, engagement and integration?
Group Discussion
Cooperative and Blended Learning for mainstreamed newcomer students
References and Cited Quotes
Richard DuFour and Robert Eaker. 1998. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement.
“ In times of drastic change, it is the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer exists.”
-Eric Hoffer (1972, p32)
“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities.” Introduction.
Terrell A. Young and Nancy L. Hadaway. 2006. Supporting Literacy Development of English Learners: Increasing Success in All Classrooms.
“There is growing recognition that teaching English learners is a multifaceted and complex task.” Jill Kerpere Mora
Ivannia Soto-Hinman and June Hetzel. 2009. The Literacy Gaps: Bridge- Building Strategies for English language Learners and Standard English Learners.
“Our Shared goal is academic English competence for children so that all students have access to college and work place.”(p.9)
Andrea Honigsfeld and Maria G. Dove. 2010. Collaboration and Co-Teaching: Strategies for English Learners.
“That is what learning is. You suddenly understand something you’ve understood all your life, but in a new way.” Doris Lessing