Development and Final Design

The Goal

General education teachers will be able to understand what strategies can be implemented to support their ELL students based on the students skill-levels, needs, and lesson content. 

The Objectives 

1. Teachers will be able to recall different ENL techniques depending on their students’ ELL level, their background, and the lesson learning objective. 

2. Teachers will be able to integrate ELL strategies into their current lesson plan designs in order to meet the specific needs of ELL students as it relates to English language acquisition and overall subject fluency. 

3. Teachers will be able to understand the effectiveness of the ELL strategies implemented in their classrooms by giving and receiving feedback from peer Ged Ed teachers and their ELL students. 

4. Teachers will be able to leverage technology to support translation and communication between ELL students, Ged Ed teachers, peers, and the topic being covered at large.

Check out our Articulate 360 prototype below! 

Recap of the other modules:

Module 1 will cover information about culturally responsive teaching, detailing how to create an inclusive classroom for all students, how to incorporate ELL student interests in lesson content, and how to include simple accessibility tactics in lessons to ensure a more equitable classroom for ELL students.

Module 3 will include information about specific technologies, both free and paid, that can be used to support ELL students depending on the content, activity, and ELL levels. 

Module 4 will be focused on preparing for the summative assessment: creating an ELL lesson plan and being observed by a peer. Learners will create a plan to support ELL students incorporating the strategies from Modules 1, 2, and 3 to an upcoming lesson they will be teaching that week. This module will include the opportunity to receive feedback from peers before incorporating the plan in their lesson. Learners will also prepare to visit one of their peers to observe this lesson during the week using an analytic rubric.

Module 5 will focus on sharing feedback from the observation, as well as reflecting on learnings. Learners will have the opportunity to reflect on what they would change in the ELL plan they created incorporating this feedback, as well as what they plan on doing in the future regarding supporting their ELL students.

Chunking

To reduce cognitive load, content is presented in chunks with interactive elements to give learners control over what information is presented at a time.

Text, Video, and Visuals

Based on Mayer's Cognitive Theory of Multimedia Learning, this module presents content in a variety of ways, including text, video, and other visuals. This offers a way to take in information in a variety of ways, increasing learners' rates of understanding and retention (Mayer, 2009).

Prior Knowledge Check

As a way to assess learners before beginning the lesson, they will complete a series of multiple choice questions related to strategic peer groupings for ELL students. 

This not only functions as a preview to what will be covered in the lesson, but it also allows learners the opportunity to apply what they already know to this new content, which will then show them areas of growth that will be covered in the module.

Lesson Knowledge Checks

As a way to assess whether learners are learning what they need to, knowledge checks are included at the end of each of the two main lesson content sections of the module. 

These checks also offer the learner the opportunity to test what they learned and reference the material again for support or as a refresher if they answer incorrectly (Bates, 2019).

Peer Feedback: Scenario Activity

After applying their learnings by creating a peer grouping plan based on a scenario, learners will then be instructed to share their scenario with a peer, and they will take turns rating each other's plans based on the following analytic rubric. 

For ease of use:

1. Learners have a dropdown feature where they will select the rating based on the rubric.

2. They will then explain their reasoning for this rating in the space below before sharing this feedback with their partner.

Based on social-constructivist theory, learners will demonstrate a deeper understanding of the module content by listening to a partner apply their learnings, then sharing their own knowledge by providing recommendations for improvement (Oyarzun, 2019).

Sharing Reflections

One important long-term goal of this training is to cultivate a community of sharing ideas and continuing to talk about and reflect on support for ELL students. 

One way we will accomplish this is by embedding a collaborative Padlet at the end of the module for the final KWL reflection, which allows learners to anonymously share their thoughts with peer learners related to groupings, and allows them to comment and react to each other's reflections.

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