DIFFERENTIATED INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS: THROUGH - PowerPoint PPT Presentation

DIFFERENTIATED INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS: THROUGH LENS OF EDTPA Presented by Chang Pu, Berry College AAAL 2019

Content § Background § Research Questions § Data § Findings § Discussions § Conclusion and Implication

Background § edTPA in Georgia § edTPA (Education Teacher Performance Assessment) is a performance- based, su subject-sp specific assessment and support system used by teacher preparation programs throughout the United States to em emphasize, e, mea easure and support the ski kills and kn knowledge that all teachers need from Day 1 in the classroom. § Participants: All teacher candidates in Georgia § edTPA Elementary Education: measure novice teachers’ readiness to teach both literacy and mathematics in the elementary grades. § develop and apply knowledge of va varied students’ needs § edTPA English as an additional language (EAL): to measure novice teachers’ readiness to teach English as an additional language. § ESOL Teacher Qualifications in GA: no need to take edTPA EAL Hold a Georgia teaching certificate in Early Childhood P-5 or Special Education § General Curriculum/Early Childhood Education P-5. ESOL P-12 certificate or ESOL Endorsement. § § Only MATESOL candidates (initial certification program) are required to take edTPA EAL.

Research Questions 1. How does the edTPA Elementary Education (EE) assessment set up to address teaching English Learners (ELs)? 2. How did EE teacher candidates demonstrate their understanding of teaching English learners (ELs) through the lens of edTPA?

Data Q#1 Q#2 Data Data Data Data I II III IV edTPA Elementary edTPA Tasks Education Li Litera eracy (completed by the with Mathematics Surveys (n=22) Interviews (n=5) focused group, n= (Task 1-3) 5) Handbook edTPA English as an Additional Language (EAL) Handbook Participants: 22 Elementary Education teacher candidates ( 2 Latina, 1 multi-race F, 2 Ms) who were completing their student teaching in 2017-2018. Focus group: 5 teacher candidates (1 M ,4 F: 2 Latina) who student taught in classrooms where more than 3 ELs were served.

Th Themes EE EE Han andbook (Literacy acy) EA EAL Han andbook Assessment Tasks Students have opportunities to develop This assessment should support students’ English (Planning for Instruction an es essen ential literacy st strategy for language proficiency/development (ELPD) within Findings: Handbook Comparison and Assessment) comprehending or composing text and meaningful content-based instruction (p. 1). the related skills that directly support that strategy (p. 2) Rubric 2 Planning to How does the candidate use knowledge How does the candidate use knowledge of his/her support varied st student nt of his/her students to target support for students to target support for st student nts’ s’ developme ment nt of learni rning ng ne needs student st nts’ s’ literacy learni rning ng ? En English lan anguag age in meaningful content-based instruction? Rubric 3 Using Prior academic learning or Personal, Students’ lang nguage learni rning ng ne needs or Personal, cultural, or knowledge of students cultural, or community assets community assets or how task meet the de demands ds of o t the to inform teaching and co content ar area learning Rubric 4 Identifying and How does the candidate identify and How does the candidate identify and support language supporting language support language demands associated demands associated with a key content learning activity? demands with a key literacy learning task? Targeted language supports address use of Targeted language supports address use vocabulary, language function, AND one or more of vocabulary, language function, AND additional language demands ( gr grammatical, l, discourse, e, one or more additional language pr pragmatic, or or me metaling nguist stic demands ( synt syntax, disc scourse rse ). co competence ce ). Rubric 5 Planning How are the formal and informal How are the informal and formal assessments selected or Assessments assessments selected or designed to designed to monitor students’ de development of o English E nguage in monitor students’ us use of the essential lang content-based instruction? literacy st strategy to to comprehend OR compose text and related ski kills?

EE candidates are asked to consider the variety of learners who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners , struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). 1. Describe what you kn know about your students with respect to th the centr tral focus of th the learn rning segment . 2. Describe and justify wh why you instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. 3. Explain how the design or adaptation of your planned assessments allows students with specific needs to de demonstrate their learning . 4. What changes would you make to your instruction to be better support stude dent le learning of the central fo focus ? 5. Describe ne next steps for instruction to im impact ct student learnin ing for the 3 focus students and other individuals/groups with specific needs.

How edTPA EE is framed to address ELs’ learning needs? § Different foci between edTPA Elementary Education and edTPA EAL when addressing ELs’ learning needs § edTPA EAL focuses on En English ish language development through content § edTPA EE focuses on co cont ntent ent § Divided practices: § Different foci § EE: No indication of adopting current recommendations for teaching ELs: collaborative opportunities between content and ESOL teachers (e.g., co-teaching, curriculum coordination), and sheltered instruction (both content and English language development)

How edTPA EE is framed to address ELs’ learning needs?: Providing different strategies/support § Differentiated Instruction edTPA EE: § DI is used as a teaching strategy to meet the needs of Prompt 2: Knowledge of Students to Inform diverse learners in one classroom setting (Tomlinson, Teaching: Consider the variety of 1999, 2001) learners in your class who may require § DI is achieved through adapted content, process, different strategies/support product, and learning environment. Prompt 3: Describe and justify why your instructional strategies and planned * Tomlinson’s framework for supports are appropriate for the whole differentiating tasks is originally designed based on class, individuals, and/or groups of s, and lev students’ learni rning ng st styles, s, int nterest sts, levels els of readiness rather students with specific learning needs re than on levels of English language proficiency (Baecher et al., 2012). Interpretation: Differentiated instruction (The term is not used by edTPA)

ELs in edTPA EE El Elementary y Ed Education - Ru Rubr bric ics Rubric 1: Planning for Literacy Learning Ta Task Rubric 2: Planning to Support Varied Student Learning Needs: How does the candidate use kn knowledge of his/her students to 1 target su suppo pport for students’ literacy learning? Rubric 3: Using Knowledge of students to Inform Teaching and Learning: How does the candidate use kn knowledge of his/her students to ju justify instructional plans? st Rubric 4: Identifying and Supporting Language Needs: How does the candidate identify and support language demands associated with a key literacy learning task? Rubric 5: Planning Assessments to Monitor and Support Student Learning Rubric 6: Learning Environment Ta Task Rubric 7: Engaging Students in Learning 2 Rubric 8: Deepening Student Learning Rubric 9: Subject Specific Pedagogy Rubric 10: Analyzing Teaching Effectiveness: How does the candidate use evidence to evaluate and change teaching practice to meet st students’ s’ va varied learni ning ng ne needs ? Rubric 11: Analysis of Student Learning Ta Task Rubric 12: Providing Feedback to Guide Further Learning 3 Rubric 13: Student Understanding and Use of Feedback Rubric 14: Analyzing Students’ Language Use and Literacy Learning: How does the candidate analyze students’ use of language to develop content understanding? Level 4 plus: Candidate explains and provides evidence of language use and content learning for st students with varied needs. s. Rubric 15: Using Assessment to Inform Instruction Task k 4 Rubric 16: Analyzing Whole Class Understandings Rubric 17: Analyzing Individual Student Works Samples Rubric 18: Using Evidence to Reflect on Teaching