DIFFERENTIATED INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS: THROUGH - - PowerPoint PPT Presentation

DIFFERENTIATED INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS: THROUGH LENS OF EDTPA

Presented by Chang Pu, Berry College AAAL 2019

Content

§ Background § Research Questions § Data § Findings § Discussions § Conclusion and Implication

Background

§ edTPA in Georgia

§ edTPA (Education Teacher Performance Assessment) is a performance- based, su subject-sp specific assessment and support system used by teacher preparation programs throughout the United States to em emphasize, e, mea easure and support the ski kills and kn knowledge that all teachers need from Day 1 in the classroom. § Participants: All teacher candidates in Georgia

§ edTPA Elementary Education: measure novice teachers’ readiness to teach both literacy and mathematics in the elementary grades.

§ develop and apply knowledge

• f

va varied students’ needs

§ edTPA English as an additional language (EAL): to measure novice teachers’ readiness to teach English as an additional language.

§ ESOL Teacher Qualifications in GA: no need to take edTPA EAL

§ Hold a Georgia teaching certificate in Early Childhood P-5

• r

Special Education General Curriculum/Early Childhood Education P-5. § ESOL P-12 certificate

• r

ESOL Endorsement.

§ Only MATESOL candidates (initial certification program) are required to take edTPA EAL.

Research Questions

1. How does the edTPA Elementary Education (EE) assessment set up to address teaching English Learners (ELs)? 2. How did EE teacher candidates demonstrate their understanding

• f teaching English

learners (ELs) through the lens

• f

edTPA?

Data

edTPA Elementary Education Li Litera eracy with Mathematics (Task 1-3) Handbook edTPA English as an Additional Language (EAL) Handbook

Data I

Surveys (n=22)

Data II

edTPA Tasks (completed by the focused group, n= 5)

Data III

Interviews (n=5)

Data IV

Participants: 22 Elementary Education teacher candidates ( 2 Latina, 1 multi-race F, 2 Ms) who were completing their student teaching in 2017-2018. Focus group: 5 teacher candidates (1 M ,4 F: 2 Latina) who student taught in classrooms where more than 3 ELs were served. Q#1 Q#2

Findings: Handbook Comparison

Th Themes EE EE Han andbook (Literacy acy) EA EAL Han andbook Assessment Tasks (Planning for Instruction and Assessment) Students have

• pportunities

to develop an es essen ential literacy st strategy for comprehending

• r

composing text and the related skills that directly support that strategy (p. 2) This assessment should support students’ English language proficiency/development (ELPD) within meaningful content-based instruction (p. 1). Rubric 2 Planning to support varied st student nt learni rning ng ne needs How does the candidate use knowledge

• f

his/her students to target support for st student nts’ s’ literacy learni rning ng? How does the candidate use knowledge

• f

his/her students to target support for st student nts’ s’ developme ment nt

• f

En English lan anguag age in meaningful content-based instruction? Rubric 3 Using knowledge

• f

students to inform teaching and learning Prior academic learning

• r

Personal, cultural,

• r

community assets Students’ lang nguage learni rning ng ne needs

• r Personal,

cultural,

• r

community assets

• r

how task meet the de demands ds

• f

t the co content ar area Rubric 4 Identifying and supporting language demands How does the candidate identify and support language demands associated with a key literacy learning task? Targeted language supports address use

• f

vocabulary, language function, AND

• ne
• r

more additional language demands (synt syntax, disc scourse rse). How does the candidate identify and support language demands associated with a key content learning activity? Targeted language supports address use

• f

vocabulary, language function, AND

• ne
• r

more additional language demands (gr grammatical, l, discourse, e, pr pragmatic,

• r
• r

me metaling nguist stic co competence ce). Rubric 5 Planning Assessments How are the formal and informal assessments selected

• r

designed to monitor students’ us use

• f

the essential literacy st strategy to to comprehend OR compose text and related ski kills? How are the informal and formal assessments selected

• r

designed to monitor students’ de development

• f

E English lang nguage in content-based instruction?

EE candidates are asked to consider

the variety of learners who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

• 1. Describe

what you kn know about your students with respect to th the centr tral focus

• f

th the learn rning segment.

• 2. Describe

and justify wh why you instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups

• f

students with specific learning needs.

• 3. Explain

how the design

• r

adaptation

• f

your planned assessments allows students with specific needs to de demonstrate their learning.

• 4. What

changes would you make to your instruction to be better support stude dent le learning

• f

the central fo focus?

• 5. Describe

ne next steps for instruction to im impact ct student learnin ing for the 3 focus students and

• ther

individuals/groups with specific needs.

How edTPA EE is framed to address ELs’ learning needs?

§ Different foci between edTPA Elementary Education and edTPA EAL when addressing ELs’ learning needs

§ edTPA EAL focuses

• n

En English ish language development through content § edTPA EE focuses

• n

co cont ntent ent

§ Divided practices:

§ Different foci § EE: No indication

• f

adopting current recommendations for teaching ELs: collaborative

• pportunities

between content and ESOL teachers (e.g., co-teaching, curriculum coordination), and sheltered instruction (both content and English language development)

How edTPA EE is framed to address ELs’ learning needs?: Providing different strategies/support

§ Differentiated Instruction

§ DI is used as a teaching strategy to meet the needs

• f

diverse learners in

• ne

classroom setting (Tomlinson, 1999, 2001) § DI is achieved through adapted content, process, product, and learning environment. * Tomlinson’s framework for differentiating tasks is originally designed based

• n

students’ learni rning ng st styles, s, int nterest sts, s, and lev levels els

• f

re readiness rather than

• n

levels

• f

English language proficiency (Baecher et al., 2012).

edTPA EE: Prompt 2: Knowledge of Students to Inform Teaching: Consider the variety of learners in your class who may require different strategies/support Prompt 3: Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs Interpretation: Differentiated instruction (The term is not used by edTPA)

ELs in edTPA EE

El Elementary y Ed Education - Ru Rubr bric ics Ta Task 1 Rubric 1: Planning for Literacy Learning Rubric 2: Planning to Support Varied Student Learning Needs: How

does the candidate use kn knowledge

• f

his/her students to target su suppo pport for students’ literacy learning?

Rubric 3: Using Knowledge of students to Inform Teaching and Learning: How

does the candidate use kn knowledge

• f

his/her st students to ju justify instructional plans?

Rubric 4: Identifying and Supporting Language Needs: How

does the candidate identify and support language demands associated with a key literacy learning task?

Rubric 5: Planning Assessments to Monitor and Support Student Learning Ta Task 2 Rubric 6: Learning Environment Rubric 7: Engaging Students in Learning Rubric 8: Deepening Student Learning Rubric 9: Subject Specific Pedagogy Rubric 10: Analyzing Teaching Effectiveness: How

does the candidate use evidence to evaluate and change teaching practice to meet st students’ s’ va varied learni ning ng ne needs?

Ta Task 3 Rubric 11: Analysis of Student Learning Rubric 12: Providing Feedback to Guide Further Learning Rubric 13: Student Understanding and Use of Feedback Rubric 14: Analyzing Students’ Language Use and Literacy Learning: How

does the candidate analyze students’ use

• f

language to develop content understanding?

Level 4 plus: Candidate explains and provides evidence

• f

language use and content learning for st students with varied needs. s.

Rubric 15: Using Assessment to Inform Instruction Task k 4 Rubric 16: Analyzing Whole Class Understandings Rubric 17: Analyzing Individual Student Works Samples Rubric 18: Using Evidence to Reflect on Teaching

Students with varied (learning) needs and Knowledge of students: not defined or explained in the edTPA glossary edTPA EE treats English language learners as a homogeneous group: "English language proficiency levels" are not mentioned in the edTPA EE handbook

How does edTPA EE refer to the variety

• f

students, such as ELs?

How did the focus group refer to ELs?

Level of “readiness”: ELs were referred as “struggling readers” “slow learners”, “underperforming students”, “x grade level behind”, "advanced", "on grade level", and " below grade level".

Task 1 Prompt 2: What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? (Knowledge of students)

§ ELs

§ From Low-income families § Parents work long hours § Parents do not speak

• r

read fluently in English § Lack

• f

academic support from home § Read below grade levels § Afterschool activities/sports are assets for teaching

§ Example: “9/13

• f

my students come from low-income

• families. Their

parents work long hours, and their

• lder

siblings are the

• nes

who watches them. These students do not have books to practice reading at home because their family cannot afford

• them. Also,

my English Language Learners, 7/13, their parents cannot read

• r

speak fluently in

• English. My

students who come from that background do not have many

• pportunities

to practice reading and writing in English at home with the help

• f

their

• parents. Majority
• f

my students are very interested in

• sports. Most
• f

them play

• n

the same soccer

• team. This

is important information because when introducing what an

• pinion

is, I used “My favorite sport is soccer.”

09/03/2019

Survey Data: (Post-edTPA)

It Items (open-en ended ed ques estions) Da Data What is knowledge

• f

students? IEP, socioeconomic backgrounds, Cultural backgrounds Learning styles English language learners What are ELs’ learning needs?

• Support

for comprehension: (e.g., visual aide, scaffolding, repeated directions, simplified language used by teacher)—77%

• Speaking

English –55%

• Reading

English-33%

• Writing

English-33%

• Grammar--11%

How do teachers address students’ varied learning needs during teaching? Differentiated Instruction / differentiation (100%) What does a teacher need to know before planning a lesson for diverse students? 36% performance levels 22% learning ability 4% English proficiency level Re Readiness

Interview: How do you addressed ELs’ learning needs?

FS1 (placed at a Title I school that has a smaller EL population): I personally pay attention to like I'll say something

• ne

way and then I'll rephrase it and I'll give an example and then rephrase it

• again. Just

like ke make ke sure th they unders rsta tand what I’m talki king about. FS2 (placed at a Title I school that serves a large EL population): …all the kids have certain strengths and weaknesses so I feel like edTPA almost forced you to make, like, distinct differentiation, when I don't think that's reality…I usually will keep a list

• f

key words

• n

the board so they can reference them as needed. MS: (placed at a Title I “turnaround eligible” school where the majority

• f

students are African American students) : When planning a reading lesson, I use different levels

• f

questions so that I’m addressing kids who are way behind, kids who are

• n

level, and who should be able to just read the book and answer the questions, and also kids who will need, in

• rder

to stay engaged and really get something from the lesson, to be able to have these questions asked

• f

them that actually require a lot more thought.. many

• f

my students are way far behind in reading, so I don’t even bother to design a lesson that would, for instance be,

• n

level. FS3: (placed at a Title I school that has a smaller EL population) I have three ELLs in my class,

• ne
• f

whom also has an

• IEP. I

will walk around to help students who still struggled,

• r

put them into small groups so I can

• ffer

differentiated instruction during centers.

How did the focus group address ELs’ learning needs? (One example)

FT: Which

• ne

do you like best? S: (4’) Doctor? FT:

• Doctor. Why?

Why do you like doctors best? S: Because (5’) they (4’) when you sick, doctor help you. FT: Because when we are sick, doctors help

• you. That’s

a great reason. Have you been sick? (nodding) talk about a time, when a doctor helped you. S: Hmm (5’) last time? FT: Last time you went, a doctor helped you? (nodding)

• k. Perfect,

Omar, your turn.

Strategies/Support Adopted to address ELs’ needs: Did the support align with ELs' learning needs?

§ Language Function: Explain is the language function essential for students to develop and

• practice. I

chose explain because the students will have to explain their

• pinion

in detail and list at least

• ne

reason and example to support their

• pinion.

Res Responses es to prompt

• 4. Supportin

ing Lit iter eracy Dev evelo elopmen ent Th Through L Language ( (scored 4 4

• n

t the r rubric) I know most

• f

my ELLs are struggling readers and slower learners because English is not their primary

• language. I

chose to model first, then use sentence frames, then use OREO graphic

• rganizer,

then independently write their

• pinion.

I know my ELLs have trouble reading and spelling unfamiliar words, that is why I made anchor charts and made handouts for each student to have so they can look back and refer to it. Repetition is important for all students, including my ELLs, because to learn a new skills repetition provides the practice that all my students need. For my ELLs and underperforming students, I will make sure to talk slowly, and I’ll be prepared to re-word some

• f

my questions so they can better

• understand. I

will also explain in great detail how to complete the

• worksheet. I

will have an anchor chart posted so my students can refer to that. *blue-strategies *green-describing Els’ learning needs

Do not match

Discussion

• edTPA needs

to clarify what ELs’ learning needs are and what "knowledge

• f

students" candidates need to identify.

• Differentiated

instruction for English language learners must take into account ELs' English language proficiency, as well as the many

• ther

factors that can impact learning (Fairbairn & Jones-Vo, 2010).

• Target

language support should be placed

• n

th the use and practic tice

• f

la langua uage, in addition to identify and support language demands associated with a key literacy learning task.

Conclusion

• edTPA Elementary

Education (EE)

• put

some values

• n

teaching ELs, but

• n

a surface level.

• paints

a picture that content teachers and ESOL teachers have separate foci when teaching ELs.

• Candidates
• know

and adopted teaching strategies that can enhance comprehension

• associated

"learning needs" with "readiness" and student performance levels, instead

• f

needs

• f English

language development.

• need

to consider ELs’ specific English proficiency levels when adapting instruction to support ELs' both content and language development.

• need

to plan language support to ELs so they can develop English language skills to pa partici cipa pate in academic tasks, such as speaking, writing, reasoning, etc, in addition to comprehending the content.

• need

to pay attention to ELs’ English language development in lesson planning, teaching, and assessment

• TESOL

candidate requirements in GA need to be revised

edTPA

Implication and Research Limitations

What skills, knowledge, and disposition do we (teacher educators, school administrators, policy makers) expect content teacher candidates to demonstrate regarding teaching ELs through edTPA? Are they consistent?

References

Baecher, L., Artigliere, M., Patterson, D., & Spatzer, A. (2012). Differentiated instruction for English language learners as “variations on a theme”: Teacher can differentiate instruction to support English language learners, Middle School Journal, 43(3), 14-21. Fairbain, S., & Jones-Vo, S. (2010). Differentiating instruction and Assessment for English language learners: A guide for K-12 teachers. Philadelphia: Caslon. Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57, 12-16. Tomlinson, C. A. (2001). Differentiation of instruction in the elementary grades. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED443572).

09/03/2019

THANK YOU FOR YOUR TIME!

Any comments

• r

further discussions, please email me: cpu@berry.edu