Santillana Pre-K-12 Catalog 2015-2016

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PROFESSIONAL DEVELOPMENT
SHOP ONLIN I TECHNOLOGY SUPPORT 149
how these theories can help develop effective instructional strategies
and assessments that guide students along a continuum of language
development—from cognitively undemanding, context-embedded
curricula to cognitively demanding, context-reduced curricula (Robson,
1995).
Instructional Learning Strategies for the Bilingual/ESL Classroom
9781631135958 | Levels K–12
This session explores the meaning of bilingualism and effective bilingual
language program models, including transitional, dual-language, one
way and two-way bilingual, among others. Participants examine key
factors in the development of bilingual programs, implementation issues,
materials that most effectively support L1 and L2 oral language and
literacy development, and common transferable elements of L1 to L2
literacy. Participants learn how to develop effective instructional units and
compare, contrast, and evaluate examples of curriculum mapping, lesson
designs and model lessons.
Principles of Interactive Instruction
9781631135965 | Levels K–12
This session explores activity-based teaching and focuses on how teachers
can recognize what each learner brings to the classroom and the role they
play in their own language acquisition process. Since research on learning
and memory (Sprenger, 1999), on language acquisition and language
learning (Cameron, 2001), and on the functions of the brain (Genesee,
2000) confirms ELL are actively constructing schema (organizational
structures of language and content) and meaning, instruction should
motivate students to take active roles in their own learning. Participants
will learn how communicative teaching and learning focuses on authentic,
comprehensible, and interactive communication through a variety of
channels: teacher/student, student/teacher, student/student, student/
students, etc.
Developing Cross-Cultural Awareness and Multicultural Understanding
9781631135972 | Levels K–12
This session explores the importance of multiculturalism and pluralism
in the classroom and ways to better understand and serve different
student populations. Participants examine Banks’s (1997) dimensions of
multicultural education and discuss the importance of cultural differences,
strategies to appropriately respond to these differences, how cultural
differences may impact learning in math, science, and social studies; and
how to apply these principles to their own instruction.
Teaching Language, Literacy, and Content to High Quality
9781631135989 | Levels K–12
This session explains what high-quality standards* are and their
instructional implications in the classroom, particularly as they relate
to ELL, Spanish Language Arts, and Spanish as a World Language
instruction. Participants examine the principles of standards-based
instruction; instruction that (a) is comprehensible, (b) is grade level and
developmentally appropriate, (c) is of the same rigor, and scope and
sequence as the instruction received by English speakers and (d) takes
into consideration language and cultural differences. Participants compare
and contrast state and national content standards* and explore ways to
address and implement these standards in the classroom.
* ELA Common Core Standards, the Texas Essential Knowledge and Skills Standards,
the ACTFL Standards, WIDA Standards, etc. Each session is tailored to either teachers
of ELL (ESL/ELD, bilingual, or dual-language), teachers of Spanish as a World
Language or teachers of Spanish for Spanish speakers (heritage speakers).
Applying Depth of Knowledge (DOK) for Effective Lesson Delivery with
Content/Language Objectives
9781631135996 | Levels K–12
This session focuses on the research framework that supports the
teaching and learning of language and literacy through the application
of Webb’s Depth of Knowledge methodology. Webb (1997) developed a
process and criteria for systematically analyzing the alignment between
standards and standardized assessments, called Depth of Knowledge
(DOK). The DOK model can be used to analyze the cognitive expectation
demanded by standards, curricular activities, and assessment tasks
(Webb, 1997). Participants will explore how the DOK model can be
applied to the bilingual, ESL, and Spanish classroom, and how teachers
can learn to ascribe a cognitive demand level and DOK category in order
to differentiate language and content instruction for second language
learners.
Review and Assessment in the Bilingual, ESL and Spanish Classroom
9781631136009 | Levels K–12
This session examines the research behind assessing English language
and grade-level academic proficiency in ELL, including the Thomas &
Collier (1997) research findings. Participants are introduced to a variety
of measurement strategies and approaches, including how to use
individual, classroom, and school-wide achievement data to gauge ELL
progress in acquiring language and content knowledge. Practical, hands-on
activities encourage participants to create and implement assessment and
evaluation tools for both formative and summative purposes. Participants
explore the role of statewide assessments in measuring ELL progress, and
how to best prepare the students for high-stakes evaluations of English
language, literacy, and content.
Engaging ELL Students through H.O.T.S.
9781631136016 | Levels K–12
This session examines the research base and theory behind accelerating
student achievement through rigorous and relevant instruction that
actively engages students in higher-order thinking (Krathwohl, 2002;
Pogrow, 1995; 2002; 2004; 2004a; Bartos & Banks, 2015). Participants
select instructional strategies based on student achievement data that
supports ELL student mastery of high-quality standards (such as the ELA
Common Core Standards and the Texas TEKS).
Teaching Millennial Students
9781631136023 | Levels K–12
This session presents the characteristics and needs of millennial students,
identified as those children born between 1981 and 2004 (Novotney,
2010; Howell & Strauss, 2000; Stewart & Bernhardt, 2010; and Wilson,
2004). Participants explore the implications of these factors on teaching
in ESL, bilingual, dual-language and Spanish as a World Language and/or
Spanish for Spanish speakers program models, and learn second language
strategies that capitalize on the strengths of millennial students to help
increase student achievement.
ESL/ELD, BILINGUAL, AND DUAL-LANGUAGE SESSIONS (cont’d.)