This multi-session workshop focuses on providing rigorous MA-ELPS-aligned instruction that supports and challenges beginning-level English learners (i.e., learners at NRS Levels 2–3 and/or with emerging reading skills at GLE 1–2). This instruction will help learners apply a variety of language skills, learning strategies, and critical thinking skills in multistep projects.
Please note: This course will take place in Blackboard, where you will find all virtual session information, course materials, and additional resources. You cannot access the online course from the SABES website. You will receive a separate email one to two days before the course begins with instructions on how to access the Zoom session. If you do not receive these instructions, please check your Spam folder and/or send an email to firstname.lastname@example.org.
- For novice and experienced instructors of beginning-level English learners (NRS Levels 2-3) and/or learners with emerging reading skills (GLE 1-2)
This professional development activity/course is designed for:
What does rigorous instruction look like in beginning-level ESOL classes? How do we reach beyond discrete language-skill exercises to engage our beginning English learners in multistep projects that require integrated language use, learning strategies, and critical thinking?
In this multi-session workshop we will explore these questions by examining case studies of rigorous instruction with beginning level English learners (SPL 2–3 and/or learners with emerging reading skills (GLE 1–2)). You will begin with independent work in an introductory, asynchronous module. In the virtual sessions, the facilitator will present some instructional techniques in backward design, scaffolding, and differentiation. You will then engage with colleagues in identifying the micro-skills and strategies involved in a rigorous project and generate ideas for scaffolding and differentiating multiple activities over time to support and challenge learners. In between the two virtual sessions, you will have the opportunity to explore these concepts and strategies in your educational setting.
- Define rigorous instruction for a beginning-level ESOL class
- Explain the role of backward design, scaffolding, and differentiation in rigorous instruction
- Identify subskills required in a “rigorous” task
- Generate multiple examples of instructional scaffolding and differentiation for a lower-level ESOL class
- Generate ideas for recycling materials over time in order to consolidate learning and support students who miss classes
Upon completion of this professional development activity/course, you will be able to:
Ability to participate in a Zoom meeting