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Research-based strategies for teaching LEP students with disabilities in standards- based instruction

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Math. Tactile, concrete activities. Problem solving instruction and task ... based probe (71.6) Reciprocal peer tutoring (74.6) ... strategies in math by type ... – PowerPoint PPT presentation

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Title: Research-based strategies for teaching LEP students with disabilities in standards- based instruction


1
Research-based strategies for teaching LEP
students with disabilities in standards- based
instruction
  • Kristin Kline Liu
  • National Center on Educational Outcomes (NCEO)
  • http//education.umn.edu/NCEO/

2
OUR RESEARCH QUESTIONWhat instructional
strategies do teachers recommend for delivering
grade-level, standards-based instruction to ESL
students with disabilities?
3
Multi-Attribute Consensus Building (MACB) Model
Weighting Scale Weighting Scale
0-20 Very Unimportant
21-40 Unimportant
41- 60 Neither unimportant nor important
61-80 Important
81-100 Very important
4
Staying Warm in Minnesota
  • Weighting
  • 85
  • 100
  • 100
  • Strategy
  • Wear a hat
  • Dress in layers
  • Wear good boots

5
  • Gersten,R., Baker, S., Marks, S. (1998).
    Teaching English-Language Learners with Learning
    Difficulties Guiding Principles and Examples
    from Research-Based Practice. ERIC Clearinghouse
    on Disabilities and Gifted Education, Reston, VA.

6
Our definition of a strategy
  • "A purposeful activity to engage learners in
    acquiring new behaviors or knowledge. To be
    useful for our purposes, an instructional
    strategy should have clearly defined steps or a
    clear description of what the teacher does.

7
Research Subjects
  • Draft instrument 5 schools, 30 educators
  • Frozen instrument app. 8 schools, 42 educators
  • Total 72 educators, 13 schools

8
Top recommendations
  • Reading
  • 1. Teaching pre-, during- and post-reading
    strategies
  • Fluency building (high frequency words)
  • Direct teaching of vocabulary through listening,
    seeing, reading and writing in short time
    segments
  • Math
  • Tactile, concrete activities
  • Problem solving instruction and task analysis
    strategies
  • Daily re-looping of previously learned material
  • Science
  • Hands-on, active participation
  • Use visuals
  • Use pictures to demonstrate steps

9
Types of teachers
ALL ALL FROZEN ONLY FROZEN ONLY
ESL/Bilingual 24 33.4 17 40.5
Special Education 18 25.0 10 23.8
Other 30 41.6 15 35.7
Total 72 100 42 100
10
Teachers Experience
11
Overall weighting of content areas
12
Specific StrategiesReadingAll participants
  1. Teaching pre-, during-, and post- reading
    strategies
  2. Fluency building (high frequency words)
  3. Directly teach vocabulary through listening,
    seeing, reading and writing in short time segments

13
Specific StrategiesReading Special Educators
  • 1. Teaching pre-, during- and post-reading
    strategies
  • 2. Fluency building (high frequency words)
  • 3. Chunking and questioning aloud (reading
    mastery)

14
Reading
15
Specific strategiesMath All participants
  • Tactile, concrete experiences of math
  • Daily re-looping of previously learned material
  • Problem solving instruction and task analysis
    strategies

16
Specific StrategiesMath Special Educators
  1. Tactile, concrete experiences of math
  2. Problem solving instruction and task analysis
    strategies
  3. Daily re-looping of previously learned material

17
Math
18
Specific strategiesScienceAll participants
  • Hands-on, active participation
  • Using visuals
  • Using pre-reading strategies in content areas

19
Specific strategiesScience Special educators
  • Hands-on, active participation
  • Using visuals
  • Use pictures to demonstrate steps

20
Science
21
Some well known strategies mentioned but not
rated in top 3
  • Reading All
  • Think Aloud (82.8)
  • KWL (79.5)
  • Cooperative Learning (71.7)
  • Curriculum-Based Probe (65.7)
  • Math All
  • Curriculum-based probe (71.6)
  • Reciprocal peer tutoring (74.6)
  • Teacher think aloud (87.4)
  • Model-lead-test (MLT) (80.1)
  • Student think aloud (86.6)

22
Some well known strategies mentioned but not
rated in top 3
  • Science - All
  • Cooperative learning (86.4)
  • KWL chart (83.8)
  • Peer tutoring (80.34)
  • Venn diagrams (80.2)
  • Curriculum Based Probe (63.5)

23
Familiar strategies in reading by type of teacher
24
Familiar strategies in math by type of teacher
25
Familiar strategies in science by type of teacher
26
Observations
  • High stress year for schools
  • Relationships between special education and
    ESL/Bilingual departments affected participation
  • Timing affected special educator participation
  • Teachers had a hard time thinking about a child
    who was both an ELL and had a disability unless
    they had taught one who had an identified
    disability.
  • Setting in which educators teach appears to
    affect their responses (e.g., self contained
    class vs. pull out)

27
Conclusions
  • Not all teachers have the same understanding of
    what a strategy is. Could be topic for staff
    development.
  • As a group, teachers tended to be neutral or
    positive about all strategies. Individually,
    they were often negative about some.
  • Use of the native language did not frequently
    come up teachers may not see it as a strategy

28
Conclusions
  • Not a lot of variation in the top three
    strategies chosen in a content area across types
    of teachers.
  • Teachers tended to weight what they used highly
  • Curriculum-Based probes or Curriculum Based
    Measurement seemed to have the widest variability
    in weighting
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