Differentiating Instruction for English Language Learners

Professional Development training module designed primarily for content area teachers in northeast regional school districts in the WIDA Consortium (RI, VT, ME, NH)

Training Description

Elementary and secondary general educators and support staff will increase their knowledge and understanding of second language development and culturally responsive teaching practices, then apply this knowledge in differentiating instruction for culturally and linguistically diverse learners in the mainstream classrooms.

This training gives educators opportunities and guidance to examine how their own beliefs and knowledge about teaching and learning are mediated by their educational experiences and socio-cultural background along with institutional and situational demands of their work. Educators will engage in joint, productive activity through discourse, inquiry and collaborative interaction with colleagues, increasing understanding to respond to the strengths and needs that students and their families from all cultural backgrounds bring to the classroom and school environment. This professional learning influences decisions about what is taught and why. It is the hope that educator's knowledge will expand and become more complex, and thus empower teachers to create increased opportunities of learning both language and academic content for culturally and linguistically diverse learners.

At the district's request, emphasis may be placed on the application of specific district-wide instructional practices modified for culturally and linguistically diverse learners. Explicit connections will be made to the district Curriculum Frameworks and the WIDA English Language Proficiency Standards. Follow-up support for mainstream/content area teachers may be negotiated to assist with planning for differentiated instructional practice.

Identification of Staff for Training

This training is designed for mainstream content area teachers and support staff with limited experience in sheltered English instructional (SEI) practices who currently work with English Language Learners. English Language Learners are students identified as "having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English." Potential staff willing to participate include: mainstream/content area teachers, ESL teachers, special education teachers, reading specialists, guidance counselors, social workers, and school administrators.

Format

Length of Time:  Minimum 12 hours
Suggested formats:
6 sessions, each session 2 hours
4 sessions, each session 3 hours
3 sessions, each session 4 hours
2 sessions, each session 6 hours
Additional time may be requested to cover specific issues more deeply.