what makes bridges unique ?
DESCRIPTION
Elaine Klein, PI Annie Smith, Co-Director Curriculum and PD Aika Swai, Program Coordinator Rebecca Curinga, PD Coordinator PD Session #1 August 26, 2013. What makes Bridges unique ?. Agenda. 12:30 Introductions, Review Agenda + training Goals 12:45 In our students’ shoes - PowerPoint PPT PresentationTRANSCRIPT
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What makes Bridges unique?
Elaine Klein, PIAnnie Smith, Co-Director Curriculum and PDAika Swai, Program CoordinatorRebecca Curinga, PD Coordinator
PD Session #1August 26, 2013
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Agenda• 12:30 Introductions, Review Agenda + training Goals• 12:45 In our students’ shoes • 1:15 What do the students bring? • 1:30 What makes Bridges unique? • 2:00 Break • 2:15 Bridges Curricular Features • 2:30 Scaffolding • 3:00 Bridges Program Features • 3:30 Quick Break • 3:40 Brainstorm • 4:00 Scheduling & Evaluation
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Content Objectives - Goals• Participants will gain an initial understanding of the unique
instructional needs of a Bridges student (distinguished from an ELL).
• Participants will understand the attributes of a Bridges teacher.
• Participants will understand how the Bridges curriculum and instruction serves the unique needs of these students.
• Participants will understand the elements of the Bridges Program.
• Participants will understand the considerations that inform the development and success of a Bridges team.
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A walk in the shoes of a Bridges student
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What was your experience like?
What did you understand, not understand?
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Debrief: In the shoes of a Bridges studentWhat do the students need?• Use L1 in class• Work together• See familiar words: “coca-cola” and
cognates• Friendly, non-threatening teacher• Feel good about something– to know I
can put my name on the paper• Say the words, introduction to vocab• A culture where “not-knowing” is
encouraged• Using gestures• Opportunities to reveal previous
experiences
What do the students bring?• Background L1 knowledge and
culture• Multi-lingual ability• Text exposure, some literacy
(some don’t have any)• Coping mechanisms /
Personalities• Risk-takers, (or more reserved)
• Value belief systems• HL assessment
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Previous SIFE Research (Klein and Martohardjono, 2008) • SIFE show considerable delays in English
academic skills when compared to regular ELLs, that have been in US for same time
• Most have typical first language development
• The majority are reading in the home language at 3rd grade level or below
• Significant contribution of home language reading to English reading comprehension
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The Building of BridgesPurpose: To prepare students for achievement in non-sheltered
9th grade by providing• An additional, accelerated year of schooling • Strong home language support in the curriculum and
instructional practices• Focus on foundational and text-level academic literacy through
content• A specialized curriculum integrating language, literacy, and
content in Math, Social Studies, Science and ELA• A safe, positive, respectful and communal classroom
environment for optimal academic development
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Other Models?
• How do you currently serve ELLs and SIFE in your classrooms?
• What has worked well?• What has been missing?• Which (other) programs are you familiar
with for ELLs and/or SIFE?• SIOP• RIGOR
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What makes Bridges unique?
• Program Level• Target Population• Role of Home Language and Culture• Integration of Language and Literacy
in Content
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Program Level
• Interdisciplinary team of teachers• Specialized Curriculum in four content areas (and
a fifth to be added!)• ELA, Social Studies, Science, Math• (Language and Literacy)
• Sheltered classes - students stay together all day• To build confidence• To build identity as a learner
• Acclimate students to school environment and school culture
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Target Population
• Specific curriculum developed for low-literacy high school newcomers• Home language literacy from 0 - 4th grade
• Students with diverse backgrounds, languages and cultures
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Role of Home Language & Culture
• Academic English proficiency and home language maintenance
• Community of speakers-based learning: students rely on each other as a resource
• Use of multi-lingual materials and other resources
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Integration of Language and Literacy in Content• Training in Language and Literacy for all
Bridges content teachers• All classes taught by content teachers
• Focus on both foundational and text-level literacy through content instruction
• Critical Thinking and other ‘core instructional elements’
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Bridges Curriculum Goals
• Develop foundational reading skills (learning to read) so that students are able to read to learn.
• Build foundational world and conceptual knowledge to support student access to high school content.
• Integrate content knowledge, language and academic skills, so that students gain competence in each domain.
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Bridges Curriculum Goals (continued)
• Foster academic habits such as persistence, organization and preparedness as well as an ability to reflect on one’s own learning.
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The Bridges Curriculum
• Bridges curriculum framework: Four units each in Math, English, Social Studies and Science that integrate language, literacy and subject area-content.
• Thematic interdisciplinary connections across the units to promote deep conceptual knowledge.
• Project – based units developed around essential questions that engage and provoke inquiry.
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The Curriculum (continued)
Each Unit in Every Discipline (e.g. social studies, science, ELA):
• Builds and engages native language as a resource for learning and deepening literacy in L1 and L2;
• Emphasizes classroom routines and strategies that promote strong academic habits;
• Builds towards a final project with articulated outcomes and objectives in all four language domains;
• Aligns to common core and language development standards.
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Bridges Unit Structure
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Curriculum Materials
• Interdisciplinary Overview • Unit Plan(s)• Weekly Lesson Outline(s)• Sample lessons• Sample student materials• Teacher’s Guide to the Curriculum• Bridges Website
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Social Studies Unit 2, Week 1
Guiding question:How do people today get what they want and need?
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What supported your understanding in this lesson?
• Visuals, word wall• Essential Question, context• Repetition• Role playing• Using words in context• (home language partnering, could be used more)Ideas:• Bring in worksheets after talking (oral development first)• Students build their own word walls in different languages
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Core Instructional Elements
• Classroom Environment as a Resource for Learning
• Oral Language Development• Foundational Literacy• Integration of Language, Literacy and Content• Home Language as a Resource for Learning• Academic Literacy• Critical Thinking
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Brainstorm
What will it take to implement the Bridges program at your school?
• Consider:• Admin roles and responsibilities• Organization and structure of Bridges Team• Team Leader responsibilities
• What are some strengths you will have?• What are going to be some challenges?• What do you anticipate needing help with?• What are some resources you can call upon?
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Proposed PD ScheduleProposed Dates Location
(TBD)Topic
1. Mon, Aug 26 James Monroe HS
What makes Bridges unique?
2. Sat, Nov 2 Bridges Teacher Training, Part I
3. Sat, Dec 7 Bridges Teacher Training, Part II
4. Sat, Jan 25 Bridges Teacher Training, Part III
5. Sat, Mar 15 Bridges Teacher Training, Part IV
6. Sat, Jun 7 Bridges Teacher Training, Part V
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Assignment
Review and Practice• Everyone: Check out the Bridges website
• http://bridges.ws.gc.cuny.edu/• Skim through the Bridges Curriculum and Teacher’s Guide
• Teachers: Read Unit 1 across all subject areas• Study Unit 1 in your subject area focusing on Week 1
To Do• Administrators: How will you select your Bridges team?
• Come back with an organizational chart for who will be on the team
• Teachers: Try out one scaffolding technique that you learned today• Report on what you did, and how it worked