• WHAT LEARNING THEORY &  L&T STRATEGIES AND WHY?: By implementing social cognitivism through activities that involve collaboration and giving and receiving feedback, this will deepen the learning by provoking discussion, reflection, and sharing ideas between learners who have diverse mindsets and experiences. This will also help build buy-in and help in beginning to build an environment/culture of support as it pertains to Gen Ed educators supporting ELL students. 

• WHAT MEDIA AND TECHNOLOGY AND WHY?: Online discussion forums, such as Padlet, help implement a connectivist approach to implementing media and technology by having a consistent platform that learners can contribute to by asking and answering questions pertaining to the topic of supporting ELL students as Gen Ed educators. By providing additional material that learners can choose from in both video and text formats, learners have the option to not only choose what they would like to additionally learn, but also in what format they would like to interact with it.

• PROS/CONS & CONSIDERATIONS: This may take more time than just 4 weeks since it requires participants to be in-person/all join at the same time, which also results in very specific time constraints for each lesson/module (around 1.5 - 2 hours). Learners also need to coordinate the final assignment by sharing when observers can visit them in their classroom and when learners will be free to observe. Since Gen Ed teachers don't have a lot of spare time in their day, this may be difficult to coordinate and require. 

• QUESTIONS, THINGS YOU'RE WONDERING?: How can this idea be more flexible while also ensuring collaboration remains at the core of the learning design?

• Rational (Continued): After teachers complete a series of self-paced learning interventions (through the use of instructional video and written instruction) they can practice differentiating instruction, adapting instructional materials, role playing, and testing their ability to determine a students ELL level with the help of an AI teaching assistant. This course will work to both strengthen the gen-ed teachers ENL teaching knowledge, as well as offer them a tool to use when they find themselves in uncharted territory or in need of additional support – instead of having to turn to an ENL instructor, they can turn to AI. 

• WHAT LEARNING THEORY &  L&T STRATEGIES AND WHY?: Constructivism: will be emphasized through the use of active learning and construction of knowledge that is supported by AI that faciliates problem-solving simulations and opportunities to learners to create meaning through hands-on expereinces by way of live-time prompts. Connectivism: AI will be leveraged to support the distribution of vast amounts of knowledge (a pillar of connectivist theory) in order to provide learners with access to a plethora of resources and tools needed to support ELLs. Cognitivism: The online learning experience will be paced and advance in adherence to the users progression through the course, providing learners with a personalized learning experience that is tailored to meet their specific cognitive needs and preferences. Behaviorism: will be implemented through the use of a reward system. As users progress through the course, they can gain points, "stickers", or other digital tokens to keep motivation high and gamify the learning experience. Some strategies that will be utilized will include the use of a online learning community, chunking, collaboration, role-play, the incorporation of learner’s real-world materials, prior knowledge, and scenarios. 

• WHAT MEDIA AND TECHNOLOGY AND WHY?: The technological tools that will be utilized will be computers and cell phones, and the media types will include texts, pictures, video, and computing.  

• PROS/CONS & CONSIDERATIONS: Some pros of this learning experience is that it can provide learners with a highly customizable program, that can target and adapt to the specific needs of the instructor, in a manner that replicates "real-life" interactions and problem solving scenarios. Additionally, the use of video media and computing will create am immersive and engaging environment for learners. Some cons to consider include cost of development, and reliability (how is the AI sourcing information).

• QUESTIONS, THINGS YOU'RE WONDERING?: One question I have in regards to following this specific idea through to an end includes 1. what is the best way to measure success? and 2. how do we use AI assistance as a tool and not a crutch for teachers to better understand ENL teaching strategies. 

Rational (Continued): The scarcity of time often prevents Gen-Ed teachers from engaging in extensive training; therefore, our solution focuses on maximizing the impact within a single day. The training includes practical exercises like role-playing, which simulates real classroom situations, allowing teachers to practice and internalize effective strategies for building stronger connections with their students. This focus on fostering meaningful relationships is crucial, as these connections significantly influence the educational outcomes and well-being of ELL students.

WHAT LEARNING THEORY & L&T STRATEGIES AND WHY?

The training program employs social learning theory and situativity as its foundational educational strategies. Social learning theory supports the idea that teachers can learn effectively through observation, imitation, and modeling, which are facilitated through role-playing exercises that mimic real classroom interactions with ELL students. This approach allows teachers to see practical applications of theoretical concepts in action, enhancing their learning process. Situativity theory is also incorporated, emphasizing that learning often occurs best within specific contexts. By simulating real-life scenarios, teachers experience the application of strategies in contexts similar to their everyday teaching environments, which enhances their ability to transfer these strategies to their actual classroom settings.

WHAT MEDIA AND TECHNOLOGY AND WHY?

The use of media and technology in this training includes printed materials (pamphlets) for pre-training preparation and digital media during the training session. The pamphlets provide a foundational understanding of strategies to support ELL students, allowing teachers to come prepared with some prior knowledge. During the training, digital media such as videos and interactive simulations are utilized to bring the scenarios to life, making the learning experience more engaging and memorable. This combination helps cater to different learning styles and ensures that the material is accessible and impactful.

PROS/CONS & CONSIDERATIONS:

Pros: The training effectively utilizes a single day, maximizing teachers’ engagement without requiring a long-term commitment. Role-playing and situative learning scenarios provide practical, hands-on experience. The pre-training materials allow for initial familiarization, making the in-person training more efficient.

Cons: The one-day format may limit the depth of exploration into complex issues surrounding ELL support. The necessity for all participants to be present on a single day adds logistical challenges and may exclude some interested educators.

Considerations: It's important to consider follow-up mechanisms to support the ongoing application of the strategies learned. Additionally, ensuring that the training accommodates varying levels of prior experience with ELL students among the teachers will be crucial for the effectiveness of the program.

QUESTIONS, THINGS YOU'RE WONDERING?

Is there an optimal way to structure the role-playing scenarios to ensure they are as realistic and relevant as possible? How can we integrate feedback mechanisms during the training that allow teachers to reflect on and discuss their experiences in real-time? Additionally, what strategies can be implemented to ensure sustained engagement and application of the learned strategies beyond the training day?