fm cultural & social aspects of teaching in the sei ... 3 fm.docx · web viewfacilitator...

Massachusetts Sheltered English Instruction Teacher Endorsement Course

Session 3: Cultural & Social Aspects of Teaching in the SEI Classroom & School

Facilitator Manual

Version 1.0

Contents

Overview of the SEI Teacher Endorsement Course Sessions.........................................................1Introduction to Session 3..................................................................................................................1

Session Overview.................................................................................................................1

Regulatory Requirements Addressed in this Session...........................................................2

Preparing for Session 3....................................................................................................................2

Session Objectives...............................................................................................................2

Agenda..................................................................................................................................3

Equipment and Materials......................................................................................................3

Pre-Session Activities...........................................................................................................4

Additional Resources for Session 3......................................................................................4

PowerPoint Presentation Facilitator Guide.......................................................................................5

I. Session Introduction.................................................................................................5

II. Introduction to Culture...............................................................................................5

III. Misconceptions About Culture..................................................................................8

IV. Break.........................................................................................................................9

V. Misconceptions About Culture (Continued)..............................................................9

VI. Understanding Cultural Viewpoints.........................................................................10

VII. Assignments & Preparing for Upcoming Session...................................................12

Upcoming Assignments..................................................................................................................14

Assignments due by Session 4...........................................................................................14

Session 3 Participant Handouts.....................................................................................................15

Defining the term Culture....................................................................................................15

Familiarity with Aspects of Culture......................................................................................16

Understanding Cultural Viewpoints (Part 1)........................................................................17

Understanding Cultural Viewpoints (Part 2)........................................................................18

Session 3 Notes.............................................................................................................................19

Overview of the SEI Teacher Endorsement Course Sessions

Current Session

MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom

(Sessions 1—4)

1: Examining Data & Policies Relevant to

ELLs

2: Diversity within ELL

Populations(ONLINE 3 HOURS)

3: Cultural & Social Aspects of Teaching in the SEI Classroom

4. Second Language

Acquisition in the SEI Classroom

MODULE B: Academic Language and Literacy Development in the SEI Classroom(Sessions 5—16)

5. Sheltering Content(ONLINE 3 HOURS)

6: Vocabulary for ELLs I 7: Vocabulary for ELLs II8. Vocabulary for ELLs III

(ONLINE 2 HOURS)

9: Reading for ELLs I 10: Reading for ELLs II 11: Reading for ELLs III(ONLINE 2 HOURS)

12: Writing for ELLs I 13: Writing for ELLs II 14. Writing for ELLs III(ONLINE 2 HOURS)

15: Large-Scale Assessments for ELLs and Lesson Planning Presentations

16. Capstone Lesson Presentations, Course Evaluation

Introduction to Session 3

Session OverviewSession three provides participants with the opportunity to define and further develop their understanding of the dynamics of culture (home vs. school), family, literacy, and ways to support ELL student achievement. Participants will challenge assumptions and beliefs regarding language and culture with an emphasis on creating and sustaining an anti-bias school community.

Facilitator Manual for SEI Teacher Endorsement Course Session 3 Version 1.0 Page 1 of 19

Regulatory Requirements Addressed in this Session 603 CMR 7.14: Endorsements

(1) SEI Teacher Endorsement

(b) Subject Matter Knowledge: 1. The basic structure and functions of language. 2. Second language acquisition factors as they affect access to the Massachusetts

standards. 3. Social-cultural, affective, political, and other salient factors in second language

acquisition. 4. Sheltered English immersion (SEI) principles and typologies:

i. General academic and domain-specific discourse practices relevant to the grade level (k-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas).

5. Implementation of strategies for coordinating SEI and English language development instruction for English language learners.

6. Federal and Massachusetts' laws and regulations pertaining to English language learners. 7. Understanding of diversity and background of English language learner populations,

including family systems, and communities, and their impact on teaching and learning.

8. Theory, research, and practice of reading and writing for English language learners. i. Practices and approaches for developing reading and writing skills and

comprehension in English for English language learners who are at different levels of English language proficiency.

9. The role of oral language development in literacy development for English language learners.

10. Formative and summative assessments for English language learners. 11. Literacy and academic language development.

i. The role of vocabulary development in accessing academic language.

Preparing for Session 3

Session Objectives At the end of this session, participants will be able to:

Compare and contrast the cultural viewpoints of families, how ELLs cope with the often contrasting cultures of home and school, and how this may impact teaching and learning (SEIT 3,7)

Explain how ELL home, family, community linguistic and cultural practices may support academic literacy practices in the U.S. (SEIT 3, 7)

Explain the importance of outreach to ELL families, and understand strategies for communication that are linguistically and culturally relevant (SEIT 3, 7)

Describe how to deliver appropriate support services and instruction to particular ELL populations (e.g., immigrants and refugees.) (SEIT 3, 7)


Describe and apply knowledge of social and cultural student variables to vignettes of ELLs at the grade level to discuss impact on language acquisition and learning. (SEIT 2, 3)

Apply awareness of cultural assumptions to analyze implications in teaching. (SEIT 2, 3, 7)

Apply knowledge of attitudes, practices, and strategies for creating a culturally inclusive and welcoming classroom environment (SEIT 2, 3)

Agenda I. Session Introduction (5 min)

Agenda (3 min) Objectives (2 min)

II. Introduction to Culture (30 min) Student Drawing (6 min) Quick Write (6 min) Familiarity with Aspects of Culture (8 min) Reflection on Cultural Iceberg (6 min) Revisiting Familiarity with Aspects of Culture (2 min) Definition of Culture (2 min)

III. Misconceptions about Culture (45 min) Exploring People’s Viewpoints (20 min) Misconceptions about Teaching English learners (25 min)

IV. Break (10 min)

V. Misconceptions about Culture – Continued (25 min)

VI. Understanding Culture (60 min) Understanding Cultural Viewpoints (20 min) Different Culture Based Expectations (20 min) Exit Ticket (20 min)

VII. Assignments & Preparing for Upcoming Sessions (5 min) Journal Assignment (2 min) Paper (3 min)

Equipment and Materials Equipment:

Computer or laptop, LCD projector Chart paper, markers


Materials: Facilitator’s Manual Participant’s Manual Timer (Recommended) Required Readings Post-its Article for Jigsaw exercise: Harper, C. & de Jong, E. (2004). Misconceptions about

teaching English language learners. Journal of Adolescent and Adult Literacy, 48(2), 152-162.

Pre-Session Activities Make sure to complete these tasks before the face-to-face session.

Review Session 2 assignments and activities. Participants will be asked to discuss their experience with the first online session of the Course (Session 2)

Additional Resources for Session 3Readings to be accessed during Session 3

Building Bridges. A Peace Corps Classroom Guide to Cross-Cultural Understanding. pp. 31-32. Retrieved from http://wws.peacecorps.gov/wws/publications/bridges/pdf/BuildingBridges.pdf

Harper, C. and E. de Jong. 2004. Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy 48 (2): 152–162.

Recommended Readings: Colorin Colorado. (2007). How to Reach Out to Parents of ELLs. Retrieved from

http://www.colorincolorado.org/educators/reachingout/outreach/

Klingner, J., Geisler, D. (2008). Helping Classroom reading teachers distinguish between language acquisition and learning disabilities. Edited by Klingner, Hoover, and Baca. Thousand Oaks: CA. Corwin Press.

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of teacher education 53(1), 20-32.


http://wws.peacecorps.gov/wws/publications/bridges/pdf/BuildingBridges.pdf

PowerPoint Presentation Facilitator Guide

I. Session Introduction

Title SlideIntroduce the title for this session

Slide 1: Cultural and Social Aspects of Teaching in the Sheltered English Immersion (SEI) Classroom and School

During this first part, participants will look over the course objectives Slide 2: Session Introduction

Purpose: To provide participants with the opportunity to define and further develop their understanding of the dynamics of culture (home vs. school), family, literacy, and ways to support ELL student achievement.

Procedure: Participants will challenge assumptions and beliefs regarding language and culture with an emphasis on creating and sustaining an anti-bias school community.

Slide 3: SEI Licensure Teacher Endorsement Course map

Review agenda with participants. Ask if there are any lingering questions from online session and review the agenda of the course activities.Time: 3 min

Slide 4: Agenda

Purpose: To present the objectives for this sessionTime: 2 minProcedure: Review the key points of the objectivesNotes: Instructor should ask participants:

Of the objectives, which are you MOST familiar with/what do you have most extensive knowledge of?

Are you becoming a bit more comfortable with some new terms from the field?

Slide 5: Objectives

II. Introduction to Culture

In this next section we will go over some definitions and basic understandings about culture.

Slide 6: Introduction to Culture

Purpose: To show that even a newcomer ELL can convey aspects of cultureTime: 6 min

Slide 7: What Does This Picture Tell Us?


Procedure: Show this picture and explain that it was drawn by a newcomer

Ask participants to independently jot down responses to the questions

Have a whole group discussion asking the questions below and any others that seem appropriate.Questions: -What can you tell about the student?

-What elements of his culture and community are represented? How do we know?

- Where might this student have come from? What about the picture tells us this?Talking Points:

Even though the student couldn’t verbalize a description of home, he could artistically communicate background knowledge

Participants will view the drawing. Instructor will provide the following information/questions:

Drawn by newcomer (newly enrolled) What can you tell about student? What elements of culture? Community? How do you know? Where might ELL come from? What in picture tells us this? Even though he couldn’t verbalize a description of home, he

could show artistically to communicate background knowledge.

Purpose: To have participants brainstorm aspects of cultureTime: 6 min (1 min to write individual definition, 5 min to read in table groups)Materials: Space provided in Handout Section to write a definitionProcedure: Have participants write a definition for themselves about culture

Instruct participants to share, without commenting, their definitions at their table.Talking Points: We all are likely to have our own definitions of culture. There will be many correct answers.

Each area of study (in our case, the American educational system) may have its own angle on culture.

Instructor to ask the following questions: What elements of his/her culture and community are

represented? How do we know? Where might this student have come from? What about the

picture tells us this?

Slide 8: Activity: Quick Write

Purpose: To examine your participants’ familiarity with terms and topics associated with cultureTime: 8 minMaterials: Handout: Familiarity with Aspects of CultureProcedure: Participants complete this self-assessment independently

Slide 9: Familiarity with Aspects of Culture


based on how familiar they are with the topics.Preparations: Facilitators may need to go over these terms for themselves, although the idea is not to explain them. They are really just “food for thought” and not revisited later.Talking Points

• You will complete this self-assessment independently based on how familiar you are with the topics. This can be found in your Participant’s Manual.We want to get your initial reaction and therefore will not be defining any terms (that’s part of the survey). Discussions today, as well as information found in readings and in future classes may address some of these areas.

• Now let’s examine some definitions of “culture” and see a graphic representation

Purpose: To show a picture (a visual scaffold) to illustrate the nature of the concept of cultureTime: 6 minProcedure: Show the slide and ask for interpretations – Why is an iceberg a good illustration?Talking Points:

• There are aspects of culture which are visible and others which are hidden.

• ELLs may get tripped up (hit into) the invisible aspects of culture (broader but hidden under the surface) without realizing it.

• There is also a consideration that there is more which is hidden then directly visible.

Slide 10: A Visual Representation of Culture

Purpose: To revisit our responses on the Familiarity with Aspects of Culture in relation to the iceberg visualTime: 2 minProcedure: Have participants talk in table groups connecting their responses from Familiarity with Aspects of CultureTalking Points:

It is sometimes easier to think of the visible or superficial aspects of culture but not the deeper ones.

Slide 11: Revisiting: Familiarity with Aspects of Culture

Purpose: To provide a researcher’s quote relating to culture and connecting with iceberg illustration

Time: 2 min Procedure: read quote Note: Noel, J.(2008) Developing Multicultural Educators

(2nd edition). Waveland Press, Inc. Long Grove, IL.

Slide 12 Definition of Culture


III. Misconceptions About Culture

In this section we will explore some misconceptions about culture but start by exploring the misconceptions associated with a topic that all teachers can relate to.

Slide 13 Misconceptions About Culture

Purpose: To illustrate the nature of misconceptions and their effects by using a topic familiar to all teachersTime: 20 min (8 min at tables, 5 min compare with one other group, 7 min whole group )Procedure: Introduce this as unpacking a typical misconception held by some people regarding teachers.Divide into groups (4-5)One person is assigned as the recorder and jots down the group’s responses to the prompts

After 8 min at the tables, have groups combine with another group for 5 min then have a 7 min whole group share out)

If time is short, consider skipping the step where each group compares misconceptions with another small group

Talking Points:• Solicit some take-away statements from the participants.• Misconceptions are a reality, they exist.• This is just one example of an area we can relate to and we will

think about culture later.

Slide 14: Small Group Activity: Exploring People’s Viewpoints

Purpose: To dispel myths about teaching ELLs.Time: 50 min (25 to read in jigsaw groups, 25 to process) Take 10 min break during this activity.Materials: Reading Handouts “ Misconceptions about teaching English language learners”

(divided into 5 sections, one group for each myth and one group for misconceptions and their implications).Procedure:

• Divide into five table groups and assign ONE misconception/implication to each group

• Each person at that table reads the ONE misconception/implication

• Group discussion at table to become “experts” on that topic Shorter ending: -Whole class discussion with main points shared out from each “expert” table Longer and more effective ending: - Form groups of FIVE with one person from each myth/implication taking turns and sharing their summary

End with an open discussion (if not covered earlier) about why teaching ELLs is MORE than just good teachingTalking Points:

• There are varying understandings about the nature of English learners, their needs and the best ways to teach them.

• While it is true that “Good teaching for ELLs” may be very

Slide 15: Jigsaw Reading: Misconceptions about Teaching ELLs


beneficial for ALL students, there are certain understandings and methods that are vital when considering how to instruct ELLs and certain instructional behaviors unique to this group of students. We will be discussing the appropriate ways to meet the needs of ELLs from Sessions 5 through the end of this course.

IV. Break

Announce that the class will pause for 10 minutes. Tell participants the current time and the time when the class will resume (10 minutes after).Seven to 8 minutes into the break, remind participants that break is about to end in just 2-3 minutes.

Slide 16: Break

V. Misconceptions About Culture (Continued)

(continuation from slide before ten minute break)Purpose: To dispel myths about teaching ELLs.Time: 50 min (25 to read in jigsaw groups, 25 to process)Materials: Reading Handouts “ Misconceptions about teaching English language learners”

(divided into 5 sections, one group for each myth and one group for misconceptions and their implications).Procedure: Divide into five table groups and assign ONE misconception/implication to each group

- each person at that table reads the ONE misconception/implication

- group discussion at table to become “experts” on that topic Shorter ending: -Whole class discussion with main points shared out from each “expert” table Longer ending: - Form groups of FIVE with one person from each myth/implication taking turns and sharing their summary

End with an open discussion (if not covered earlier) about why teaching ELLs is MORE than just good teachingTalking Points:

• The general public, and teachers, may have varying understandings about the nature of English learners, their needs and the best ways to teach them.

• While it is true that “Good teaching for ELLs” may be very beneficial for ALL students, there are certain understandings that are vital when considering how to instruct ELLs and certain instructional behaviors unique to this group of students.

Slide 17: Jigsaw Reading: Misconceptions about Teaching ELLs


VI. Understanding Cultural Viewpoints

In this next section we will go over some definitions and basic understandings about culture. Slide 18: Understanding

Cultural Viewpoints

Purpose: To help understand varying cultural viewpoints presented in cultural vignettesTime: 20 min (role play the cultural viewpoints Worksheets A and B and the read the Materials: Handouts: Understanding Cultural Viewpoints (Part 1 and Part 2)Social and Cultural Student Variable handoutProcedure:

• Pair up participants• Each member of the pair independently reads over and prepares

to role play his/her part• Pairs then take turns (starting with Part 1) responding to each of

the 7 scenarios one at a time from their designated viewpoint and going beyond the responses as needed in a mock debate fashion.

• Please encourage the use of examples or illustrations but without stereotyping or judging.

• Start with this example below if needed or desired.Real Example: At a parent teacher night, a bilingual translator (from the same country as the parents), remarks to some parents that it can be troubling for a teacher to teach students who stay up late the previous night for family activities or church services because the family comes from a country where this is common practice.A mother responded to the translator saying the following, “My husband works two jobs and when he comes home it is late. We have made a family decision that our children are not going to grow up not knowing their father and therefore we have family time later at night when we can get it.”Talking Points:

• By recognizing similarities and differences participants will continue to broaden their understanding of cultural differences and how they impact teaching and learning.

• Elicit take-away messages from participants.

Slide 19: Role Play: Understanding Cultural Viewpoints

Visual to go along with the prior slide and to toggle back to if needed as providing directions Slide 20: Role Play:

Understanding Cultural Viewpoints

This is the first of two slides. Read this slide and then move on to the activity on the next slide Slide 21: Different Culture

Based Expectations: Challenging Cultural Assumptions About Parental Involvement


Purpose: To understand that parents from different cultures may have different viewpoints about education and/or school-based activities.Time: 20 min (including the time to have read the previous slide)Materials: Reading: Trumbull, E. and Pacheco, M.(2005).The Teacher’s Guide to Diversity: Building A Knowledge Base, Volume I, p. 126.

Chart paper and markers (as needed)Procedure: Create groups and a reporter from each group

In groups, brainstorm key factors or ideas that the group finds interesting or helpful.

Have each group share out one or two key factors or ideas to the whole group.

Talking Points:• Parents of all children, especially those coming from other

cultures, may have different understandings related to school.• It is easy to assign a motivation to people’s reasons and we must

look more deeply at the reasons.• Elicit more take-away points from the participants.

Slide 22: Small Group Discussion: Different Culture-Based Expectations

Purpose: To aid participants in summarizing key points from this session.Time: 20 min (7 min to write, 13 min to share)Materials:

• Post-its• Whole group discussion of responses• Instructor collects post-its for informal assessment of participants’

understanding of session’s topicsProcedure:

Hand out a post-it to each participant Have participants independently and silently read and

respond in writing on the post-it to the questions on the slide Have participants post their answers as they complete the

task onto a wall Facilitator (or a participant volunteer) reads aloud the post-

itsTalking Points:

In this session we have continued the discussion about culture that was begun in the online Session 2.

Elicit more take-away messages from the participants.

Slide 23: Exit Ticket: Reflection

VII. Assignments & Preparing for Upcoming Session

These next few slides provide information about assignments and what Session 4 will focus on.

Slide 24: Assignments & Preparing for Upcoming Session

Purpose: To let participants know about assignments due by Slide 25: Assignments


Session 4Time: 1 minProcedure: Read the slide and answer any questions

due by Session 4

Purpose: To prepare participants for the activities which will be presented in the next sessionTime: 1 minProcedure: Read slide and answer any questions

Slide 26: Preparing for Session 4

Purpose: To prepare participants for the activities which will be presented in the next sessionTime: 1 minProcedure: Read slide and answer any questions

Slide 27: Preparing for Lesson 4


Upcoming Assignments

Assignments due by Session 4A. Journal Entry

Write a short summary of how ELLs cope with the often-contrasting cultures of home and school. Feel free to make connections with your experience with students from diverse backgrounds.

B. Required Reading for Session 4

Peregoy & Boyle. (2008). Reading, writing and learning in ESL: A resource book for K-12 teachers. Chapter 2. Allyn & Bacon.

Trumbull, E., & Pacheco, M. (2005). The teacher's guide to diversity: Building a knowledge base. Volume II: Language. Providence, RI: Education Alliance at Brown University (pp. 60-63, 65-68, 74). Retrieved from: http://www.alliance.brown.edu/pubs/teach_guide_diversity/


Session 3 Participant Handouts

Defining the term Culture Quick Write: What is your definition of culture? What comes to mind when you hear the word “culture”?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


Session 3 Notes

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


fm cultural & social aspects of teaching in the sei ... 3 fm.docx · web viewfacilitator...

Documents