Posted on July 25, 2011 by Rosalinda Barrera at ED.gov Blog
Dr. Barrera, assistant deputy secretary and director of the Office of English Language Acquisition (OELA) at the U.S. Department of Education, summarizes and reflects upon OELA's July 11 one-day forum entitled “High-Quality STEM Education for English Learners.”
The Office of English Language Acquisition (OELA) hosted a pre-conference professional development workshop at the 2012 National Science Teachers Association (NSTA) annual conference. The one-day workshop featured classroom practitioners sharing effective science instructional practices for English Learners (ELs). A major challenge for ELs in mastering science content is acquisition of the academic language reflected in science texts and other science instructional materials. The workshop was geared toward middle- and high school science teachers seeking to learn techniques for teaching inclusive lessons for English Learners, as well as administrators wishing to share this information with their teachers.
On July 11, 2011, the U.S. Department of Education's Office for English Language Acquisition (OELA) hosted a forum on educating English learners in the science, technology, engineering and mathematics (STEM) fields. Dr. Okhee Lee (University of Miami) and José Franco (WestEd) facilitated the meeting.
The summer 2011 issue of AccELLerate! focuses on science, technology, engineering and mathematics for English learners. Articles address both language issues for EL students in the STEM content areas, as well as professional development for teachers, web-based resources for use in the classroom, approaches to developing reasoning skills, and using the native language to enhance science literacy.
The summer 2009 issue of AccELLerate! deals with the challenge of educating and assessing English Language Learners (ELLs) in math and science—subjects that have high cognitive and academic language demands, require advanced skills in English reading comprehension, and may have different, culturally bound symbols and algorithms for problem solving.
This webinar examines how Native American students learn and become engaged in science. A lack of Native Americans in the field of science prompted the researcher to conduct a mixed methods study consisting of 150 Native American and white students living on the Flathead Indian Reservation in western Montana. The study examines whether Native American students are intrinsically engaged in science when culture is incorporated into the lessons. Findings from this study, as well as a discussion on the instructional implications of embedding culture with science to actively engage Native American students will be presented. The aim is ultimately to encourage Native students to pursue careers in the fields of science and technology.
This webinar provides an overview of science, technology, engineering and math (STEM) and ideas for inclusion and implementation with ELs from a science platform. Dr. Paula Hooper gives an overview of her experience of implementing a STEM program in a San Francisco Bay area school and offers some ideas from her experience working with teachers and students at the Institute of Inquiry, the Exploratorium. She provides examples of collaborative approaches and ideas as well as some techniques that assist in creatively engaging all students in STEM.
This webinar will maintain a focus on how teachers might collect information in their classrooms about how students who are English Learners think, understand, and develop skills in mathematics, science, and other academic content areas. Dr. Rebecca Kopriva illustrates and provides concrete ideas and examples that are key to helping content area teachers understand how to collect meaningful and accurate information about what ELs know, particularly when it comes to measuring their higher order thinking skills effectively. She is joined by Ms. Shelda Hale and Dr. Mari Rasmussen who further discuss how these considerations may compliment resources provided by LEAs to SEAs.
This webinar focuses on how teachers might collect information in their classrooms about how students who are English Learners (ELs) think, understand, and develop skills in mathematics, science, and other academic content areas. Dr. Kopriva also focuses on some considerations that are key to helping content area teachers understand how to meaningfully collect accurate information about what ELs know, particularly when it comes to effectively measuring their higher order thinking skills. Issues and methods for designing and developing effective assessment activities for ELs are outlined. Additionally Dr. Rasmussen provides an overview of how these considerations compliment the resources provided to LEAs by SEAs Title III Directors.