International Institute of New England
ESOL Classes
Our classes help students learn the language skills and cultural knowledge they need to successfully enter the workforce. Classes include vocabulary, conversation and important workplace knowledge. The overall goal of our classes is to help students boost their English language skills in order to obtain better-paying jobs, enroll in job training or pursue higher education.
Routines
Expand Digital Literacy for New Student Onboarding Using an Interactive Video Platform
International Institute of New England
TAGS: #ProgramPractice #Assessment #Edpuzzle #IINE
WHAT: Learners use an interactive video routine that allows them to self-guide through a series of technology literacy videos with a self-assessment at the end to ensure understanding.
WHY: The goal of this routine is to lay the digital literacy foundation that students need to be successful in ESOL class, with the hope of specifically increasing retention and start rates as well as improving general attendance.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Edpuzzle:
Teacher will provide students a link to the Edpuzzle during orientation.
Completion of Edpuzzle is required by the end of orientation in order to start class.
The Edpuzzle will guide students through program-specific information (such as the attendance policy, photo release, etc).
The Edpuzzle will then guide students through specific digital tasks necessary for their participation in class (logging in to Zoom, accessing their camera, muting/unmuting, etc).
At the end of the Edpuzzle, a short assessment is presented to check for comprehension and areas for improvement/review.
Teachers are available during the completion of the Edpuzzle to offer troubleshooting assistance and to answer any questions.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: The use of a platform such as EdPuzzle allows students to familiarize themselves with a new technology skill.
EF.5: Understand My Computer: The content of the orientation module allows students to understand how to use the hardware of their Chromebook, as well as testing knowledge through a step by step tutorial and providing opportunities to apply the concepts.
IS.4: Self-assess Your Skills: This module will allow students to complete an assessment in which they can test their own knowledge, view videos as many times as needed and complete multiple-choice questions related to the content.
Familiarize Students with Functions of Google Classroom and Google Apps Using an Interactive Video Platform
International Institute of New England
TAGS: #ProgramPractice #Assessment #Edpuzzle #IINE
WHAT: Prior to enrolling in their course, learners use an interactive video that corresponds to their language and digital literacy level and introduces specific vital functions of Google Classroom and/or commonly used Google applications, with comprehension checks built in throughout the video.
WHY: The goal of this routine is to familiarize the student with basic uses of Google Classroom and corresponding applications so that they can more readily access materials, complete tasks, and interact virtually with classmates and their professor, which in turn improves outcomes and student retention.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Edpuzzle:
Teacher will send an email to participants with a link to the Edpuzzle.
Teacher will specify a date for completion of Edpuzzle prior to the start date of class.
At the end of the Edpuzzle video, the teacher will provide a link to their Google Classroom and will prompt students to access it.
Teacher will assign different tasks in Google Classroom to further check for comprehension.
Teacher will check for completion and review scores on comprehension questions to assess which skills may need further review at the start of class.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.7: Share Information with Others: Students learn to share information with each other and instructor using Google Classroom and associated applications (level-dependent). Examples include submitting information via Google Forms, creating and responding to discussion posts, and uploading and downloading class-related materials on the platform. Students can practice sharing information in both public and private formats.
EF.3: Use Basic Browser Tools: Students familiarize themselves with how to navigate the Google Classroom and how to access essential functions. Students will learn to join a Google Classroom, open links and view other types of documents. Students will practice using search functions and how to distinguish whether the information they are sharing is public or private.
Prepare Students for ESOL Assessments Using Interactive Slideshow Lessons
International Institute of New England
TAGS: #InstructionalRoutine #Presentation #PearDeck #IINE
WHAT: Periodically throughout the term, students complete an interactive slideshow lesson that contains activities that mimic the formatting of the questions they’ll be presented with on the TABE and BEST Plus assessments. The lesson is presented synchronously.
WHY: The goal of this routine is to prepare students for the assessments (TABE and BEST Plus) that they take at the end of the term. Specifically, the purpose of the Pear Deck is to familiarize and draw students’ attention to the instructions and formatting of the assessments so that they may avoid common mistakes which result in a lower score.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Pear Deck:
Teacher will share a link to the website and join code for participants to enter the Pear Deck lesson.
Teacher will guide students through a series of slides which pose questions similar to those found on the TABE or BEST Plus assessments.
Teacher will review answers after each slide and highlight strengths and weaknesses of student answers, which are presented anonymously, and give feedback for growth.
Teacher will end lesson with a self-reflection question to consider students’ areas of strength and improvement.
Teacher can assign the Pear Deck in Google Classroom following the lesson for further practice.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: The use of the Pear Deck platform allows students to familiarize themselves with new technology skills. Students are able to practice sharing information in a digital format by responding to a variety of interactive prompts.
LL.3: Set Goals & Reflect: The use of Pear Deck allows students to actively reflect on their points of strength and weaknesses. Students are able to rate their progress and reflect on their learning during the lesson and at the end of the lesson.