Meeting the Diverse Needs of Students in California

SDAIE Strategies for Meeting Needs of English Language Learners

Carla Piper, Ed. D.

Student Ethnicity

California students are so ethnically diverse that no one group is in the majority.

How many Hispanic or Latino students were enrolled in K-12 public schools in 2012-2013?

2012-2013 Enrollment by Ethnicity

Look up the Statistics for your county, district, or school at:http://www.ed-data.k12.ca.us/ Dataquest - http://data1.cde.ca.gov/dataquest/

How Many English Learners in California Schools in 2012-2013?

English Learner (EL) Enrollment – 2012-2013

Multicultural Approach

Equal Opportunity to learn, succeed, and become what he or she would like regardless of:

Gender, race, social class background, ethnicity, sexual orientation, disability

Cultural PluralismNo one best way to be “U.S. American”Does not mean you have to give up your families’ identities, sense of group solidarity, or cultural beliefs

Discussion

What is the all-American child?Brainstorm ways a teacher provide an equal opportunity to learn for every student in a culturally diverse classroom.What can the teacher do to provide multiple perspectives?

Multiple Perspectives

Emphasis typically on Eurocentric HistoryUse of Visuals in your Classroom

What does your classroom look like?Are there people of different races, sexes, extended families, disabilities, etc.Quotations from diverse leaders?

Role modelsNon-stereotypical, gender and ethnicityDepicting diverse life styles, cultures, etc.

How do you teach content to English Language Learners?

SDAIE Strategies - Specially Designed Academic Instruction in EnglishIntroduce and Scaffold Key ConceptsLanguage and Vocabulary Needed to Understand ContentDownload NEW 2012 ELD Standards – http://www.cde.ca.gov/sp/el/er/eldstandards.asp

SDAIE Wiki -

SDAIE Lesson Planning StrategiesIntroducing Content

Prepare Students by ScaffoldingHands-On Experiences Tap into Prior Knowledge Graphic Organizers and Mind MapsVisuals, Maps, ModelsRealia

Vocabulary and Language Development

ExploreProvide relevant instruction and

practice through SDAIE strategies:Practice independently, with partners, and collaboratively Use varied grouping configurations and activities for various learning styles. Monitor students and provide feedback. Modify materials and presentation to enhance learning

Extend and Continually Assess Student Learning

Extend, enrich, and integrate learning across the curriculum. Help students make conceptual and linguistic connections across the curriculum.Assess

Check for clarification Observe and assess concept and skill development

Ongoing assessment and modification of instruction when needed

Modeling

Gives a clear example of expectationShows a finished product (student work)Performs a mini-demonstration

SDAIE Checklist by Williams, 1996

Bridging

Weaves to existing schemaEngages students in “into” activitiesBuilds on prior knowledge/experience

Contextualizing

Provides right environment to explore conceptUses concrete referents (picture, realia)Elaborates through synonyms, antonyms, metaphors, analogies, anecdotes, examples, descriptions, storytelling

Building SchemaPresents a skeletal framework to build new informationProvides advanced organizers for direct teachingPresents new information with graphic organizer(Mapping, Venn diagram)

Building Schema

Developing Metacognition

Thinking about thinkingTeaches strategies for learner autonomyDebriefs process of learningDiscusses implications of strategies for future learning

ReframingGuides revisitation of material with a meaningful collaborative activityTeaches same concept in different contextStudents transform narrative into graphic (art)Students transform test into skit (letter to the editor)

Checking for Comprehension

Finds out if understanding has been achievedEmploys specific interactive activitiesAllows for multiple ways to show understanding

Monitoring and Assessing

Assesses on an on-going basisObserves student behaviors and languageCollects students’ products, writing, audio-tapes

Questioning

Asks questions that are open-ended/referentialAsks questions that have multiple possible responsesEncourages students to question each otherEngages students in collaborative activities

Adjusting Speech RegisterAddresses students with NNS (Non-Native Speaker) in mindFaces students when speakingIncorporates non-verbal behaviors to support verbal presentationEnunciates clearly, highlight key wordsAllows for more pause time in answering questions

Orchestrating All Modalities for Learning

Activities all senses in the learning processProvides hands-on activitiesSupports auditory learning with visual and kinesthetic experience

Interacting (Teacher/Student, Student/Student, Student/Material, Student/Self)

Engages students in interactions for negotiatingIdentity and meaningProvides opportunity for all kinds of interaction