EDTE+566+-+Agenda+-+6.27.17

9:00 - 9:10 - Welcome, Agenda, Logistical questions >
 * Notetaker: Mackenzie
 * LAST WEEK!!! Great job on the level of sincere engagement everyone!!
 * Max's Portfolio http://mhalloranteaching.wikispaces.com/

9:10 - 9:50 - Basics of assessment Important **Issues** Related to ELL Assessment media type="custom" key="29269415"
 * Make sure directions are comprehensible. Many ELLs don't understand the task
 * Ask an open-ended question for comprehension checks.
 * Separating language vs. content
 * Just because they can say it does not mean that they understand it and vice versa
 * Culture of test taking
 * Cultural assumptions that are embedded in assessments
 * i.e. story problem about golf & Somali kid has no idea what golf is
 * i.e. math problem with a kite
 * Modifications/flexibility in requirements & testing
 * Assessment in learning is a process--growth mindset
 * Even more difficult for ELLs because of the language barrier
 * Focus on forward progress
 * Non-traditional/differentiation assessments
 * What are other ways for students to show what they know?
 * Language--rate of speech, dialect
 * Be aware of the language you are using as a teacher
 * i.e. oral exam: keep in mind basic language issues. ELL may understand and comprehend, but it's too much information or is asked too fast

Useful **Strategies** Related to ELL Assessment media type="custom" key="29269417"
 * More than one assessment option & multiple assessments measuring the same thing (Herative assessments)
 * Multiple data points
 * i.e. rubrics, written assessments, portfolios
 * Provide resources
 * Why would you not let your students use the tools they need?
 * i.e. dictionaries, think sheet
 * Language and cultural scaffolds
 * model how to do an assessment
 * i.e. modeling, L1, explanations
 * Modification plan
 * Be intentional in your way that you assess that specific student
 * Different modifications:
 * Way the test is scored
 * Test itself
 * Tailor them to what is developmentally appropriate by continuing to hold them to high standards, but ones that are appropriate for them
 * Same is not fair
 * Student portfolios and journals
 * Records their progress over time
 * Assessments to show their growth over time
 * Evidence of growth can be so motivating for teacher & students
 * Use the evidence to assess what concepts everyone is missing in order to re-teach
 * opportunity to reflect
 * *Use these during conferences
 * Conferences can be another form of assessment
 * Useful links:
 * [|Five Non-Test Alternatives for Assessing ELLs]
 * [|Adapting Assessment for ELLs] (page 3)
 * [|Assessment Tips]
 * [|Using Informal Assessments]
 * Classroom Assessment - Theory into Practice (check out the relevant pages on this wiki)
 * [|Best Free Online Tools to Assess ELLs' Language-Level]
 * [|Assessment of ELLs] (video)
 * [|Reassess Testing and Assessment for ELLs]
 * [|Equity for ELLs]
 * [|Peer Review and ELLs]
 * [|Integrating ELLs in Gen Ed Classrooms]
 * [|Peer Review and ELLs]
 * [|Integrating ELLs in Gen Ed Classrooms]


 * Key concepts: Applies to all learners, but ELLs in specific ways**
 * Variety (formative, summative, diagnostic, formal, informal, traditional, non-traditional, etc.)
 * ELLs need to learn all of the assessments, but if they change all the time, they cannot master it
 * Use a collection, over and over again
 * Assessments are not just tests & quizzes. Those make up about 5%
 * Alignment (be sure you're actually assessing the desired objective)
 * There's a place for tests and quizzes
 * Frequency (often and ongoing)
 * Small tests/assessments along the way are more effective than one big stakes test
 * Equity (be aware of bias, unreliable data, and language interference)
 * Be aware of how they are disadvantaged with these tests
 * Mostly with standardized tests
 * Be aware that in testing we aren't harming
 * Don't make decisions of bad/meaningless data
 * Know your students!! OBSERVE them and their learning styles
 * When you receive data, reflect on it: does this make sense? What can I learn from this with this student?
 * If you get surprising data, question why that may be
 * Multiple Pathways (assess the same objectives in multiple ways)
 * Variety of types of assessment
 * Different ways a student may show their understanding of a given objective
 * Don't ever suspend your professional judgment
 * How do we give tests
 * Students get so discouraged with test taking
 * Tests do not determine your value
 * Slowly introduce tests: little by little build their stamina so it is not overwhelming
 * Teaching test strategies
 * Be transparent with your students
 * "I still have to take tests as a teacher"
 * Explain the score sheet and results: seeing it full circle
 * How else can we build stamina and confidence around these tests?
 * Example with kid who is building canoe at Shaw
 * He is interested & has stuck with a task to build this boat, so he CAN rock this test
 * Time that you take a test
 * Avoid after lunch when they are sleepy


 * TAKE AWAYS w/ ASSESSMENTS**
 * Modification plans to individalize growth
 * Fair is not always equal
 * Allowing for multiple types of assessment & student choice within it
 * increases investment
 * Focus on how they are improving
 * Provide variety of assessments
 * Evidence like portfolios and journals to build confidence
 * Untangling language and content
 * Adjust grading and rubrics accordingly
 * Non language based ways to assess
 * Provide resources and ensure comprehension
 * Assessments can happen throughout
 * Be open-minded and flexible in what you need to change
 * Assess them in ways where THEY can show you what they know
 * Success breeds success


 * Lingering & Burning Questions**
 * Are we allowed to let them use dictionaries/adjust tests?
 * Tests as open book--our society is all about accessing resources
 * With state tests, can you use dictionaries?
 * Have to follow the rules because of the policies
 * BUT, you can accommodate as you see fit with YOUR assessments in your classroom
 * Double-check the policy, learn the language of it and you can complain/write a letter to advocate for your student
 * let kids know you are their ally
 * What if parents get angry that you allow some students to take a test in their L1?
 * Explain the idea of differentiation and walk parents through the logic
 * Kids get angry
 * Explain that you individualize everything for each student and give examples for how you do so for the student who is upset
 * Example of glasses: would you let a kid wear glasses even though no one else wears them?
 * Give students an example of a test in a different language to build that understanding and that culture in your class
 * Explain that their grade is not dependent on another student in the classes grade
 * What to do in a school without high support for ELLs?
 * In most systems there is an ELD specialist. GET TO KNOW THEM!
 * They will be your advocate
 * Lots of principals may not get it, so the ELD specialist will help you
 * If you do not have resources in their L1, what do you do?
 * May be outside of your school
 * Public libraries
 * Community resources
 * Online resources
 * Just because it is not in your classroom or building, does not mean it is not available
 * Use your tools and know the limitations of your tools

9:50 - 10:30 - Fundamentals of supporting ELL writing How do we give supportive and helpful feedback to ELLs? PPT Slides Other writing sample
 * Principles for Giving Feedback on Writing
 * [|Slides]
 * How would these principles be adapted for ELLs?
 * Writing supports reading & reading supports writing
 * Sentence structure of how we speak is also how we write
 * How you read, you see how the language is modeled
 * Reading inspires you to write
 * They are inextricably connected
 * Writing is more difficult for ELLs
 * What keeps them from moving from intermediate to advanced
 * If you write about what you read, it increases deep comprehension of the text
 * Lots of teachers only focus on errors in their writing
 * If a teacher looks at their writing and hands it back saying "I can't even read this"
 * Leads to discouragement and they totally shut down
 * It takes a lot of effort, so be encouraging in the process
 * Give targeted feedback when responding to ELL writing
 * Writing sample #1: "What is your favorite way to spend your time?"
 * Who is the writer? --Iraqi athlete at community college in an intermediate class
 * Orthography is so different
 * Arabic: consonant heavy language & is right to left
 * How do you offer feedback?
 * Before anything: ask about his eye and if he is okay (comment on the content/message of the writing)
 * Shows that above all you are interested and you care about the content/message of the text
 * Since he is an adult, you can focus on vocabulary and correct spelling
 * Ask him what words he wants to learn how to spell
 * Invest in high frequency words
 * Plural patterns
 * Type out their writing but with the proper spelling and have them look at it
 * Ask them to read it aloud & they can recognize what they missed
 * Ideas First
 * Remember there is a person behind the writing
 * Message first! This is what motivates writers
 * Building trust & foster relationship
 * Negotiated interaction & high challenge/high support
 * creates motivation circle--my teacher wants to hear me & she understood me!!
 * We write to say something
 * Targeted Feedback:
 * You cannot give feedback on everything; it is unhelpful and impractial
 * Be transparent with criteria & process:
 * Let students know "this is what I am focusing on and this is what my symbols mean"
 * Compliment & Critique
 * Include sincere recognition of what worked in this piece of writing
 * Provide areas for improvement **ALWAYS
 * otherwise those areas fossilize
 * Teach the Feedback
 * Look for patterns of success & weakness and teach whole class
 * Show samples of strong and weak portions of student writing
 * Revise & Resubmit
 * Learning happens in the revision
 * Offer opportunities where students can rewrite and resubmit
 * Who is the writer?--Korean girl, 9th grade
 * Feedback
 * Ask about what Korean school was like
 * Comment on how impressive it is to be using figurative language
 * She needs encouragement!!
 * Maybe not comment on language because she is so down on herself
 * But address the language as a whole group
 * Praise her fluency--this is actually beautiful English
 * She is very aware of her English
 * Offer support, but have it come from her
 * This is a journal: we don't care about perfect accuracy/organization
 * **Genre comes into play


 * Writing samples
 * [[file:ELL Writing Samples Scan.pdf]]
 * [[file:ELL writing examples.pdf]]
 * [[file:elementary ELL writing samples.pptx]]

10:30 - 10:40 - Break

10:40 - 11:00 - Workshop lesson plans with a partner

11:00 - 11:30 - Gallery walk of professional toolboxes (Anny reviews lesson plans)

11:30 - 12:00 - Discuss readings (research and myths); return foundational knowledge test


 * Housekeeping:**
 * **Thursday - 5-minute teaching demonstrations; discuss scenarios**
 * **Final version of Text Set project must be uploaded __no later than__ 8:00 am on Monday, July 3 - Be sure to fill in the project checklist!**