Title: Research-based strategies for teaching LEP students with disabilities in standards- based instruction
1Research-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/
2OUR RESEARCH QUESTIONWhat instructional
strategies do teachers recommend for delivering
grade-level, standards-based instruction to ESL
students with disabilities?
3Multi-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
4Staying Warm in Minnesota
- 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.
6Our 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.
7Research Subjects
- Draft instrument 5 schools, 30 educators
- Frozen instrument app. 8 schools, 42 educators
- Total 72 educators, 13 schools
8Top 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
9Types 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
10Teachers Experience
11Overall weighting of content areas
12Specific StrategiesReadingAll participants
- Teaching pre-, during-, and post- reading
strategies - Fluency building (high frequency words)
- Directly teach vocabulary through listening,
seeing, reading and writing in short time segments
13Specific StrategiesReading Special Educators
- 1. Teaching pre-, during- and post-reading
strategies - 2. Fluency building (high frequency words)
- 3. Chunking and questioning aloud (reading
mastery)
14Reading
15Specific strategiesMath All participants
- Tactile, concrete experiences of math
- Daily re-looping of previously learned material
- Problem solving instruction and task analysis
strategies
16Specific StrategiesMath Special Educators
- Tactile, concrete experiences of math
- Problem solving instruction and task analysis
strategies - Daily re-looping of previously learned material
17Math
18Specific strategiesScienceAll participants
- Hands-on, active participation
- Using visuals
- Using pre-reading strategies in content areas
19Specific strategiesScience Special educators
- Hands-on, active participation
- Using visuals
- Use pictures to demonstrate steps
20Science
21Some 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)
22Some 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)
23Familiar strategies in reading by type of teacher
24Familiar strategies in math by type of teacher
25Familiar strategies in science by type of teacher
26Observations
- 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)
27Conclusions
- 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
28Conclusions
- 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