Workshops
At this conference there are opening and closing keynote addresses which will be attended by everyone, then there are five sessions during which participants may choose which workshops to attend. There are 11 different workshops being offered. Most workshops are offered twice to allow as many people as possible to benefit from them. Two of the workshop are only offered once, please take note of those to plan them into your schedule. Each description indicates during what sessions the workshop is offered (Session 1, 2, 3, 4, or 5)
Matching Assessment and Instruction to Students: Data-Driven Expectations and Scaffolding
Offered during sessions 1 and 2
Presenter: Shelley Fairbairn
Description: In this interactive session, participants will engage with student vignettes to practice aligning classroom approaches and expectations with student characteristics. Research-based guidance will inform collaborative activities among participants.
Presenter: Shelley Fairbairn
Description: In this interactive session, participants will engage with student vignettes to practice aligning classroom approaches and expectations with student characteristics. Research-based guidance will inform collaborative activities among participants.
Applying Understanding of English Learner Differentiation: Collaboration on Authentic Assignments
Offered during sessions 3 and 4
Presenter: Shelley Fairbairn
Description: This practical, hands-on session will provide a collaborative opportunity for participants to deepen their understanding of effective ELL differentiation. Using a template, presenters will lead the analysis of the linguistic demands of a given assignment, supporting the creation of more detailed differentiation across English language development levels.
Presenter: Shelley Fairbairn
Description: This practical, hands-on session will provide a collaborative opportunity for participants to deepen their understanding of effective ELL differentiation. Using a template, presenters will lead the analysis of the linguistic demands of a given assignment, supporting the creation of more detailed differentiation across English language development levels.
Content and Language Integrated Learning
Offered during sessions 1 and 3
Presenter: Katherine Tosi
Description: Content and Language Integrated Learning (CLIL) refers to teaching of non-linguistic subjects (e.g. mathematics) through an additional language (e.g. English). This workshop will focus on the basics of CLIL including:
-the principles of CLIL
-content teaching in a target language
-how to plan lessons using a CLIL approach
-activities and resources used to support a CLIL approach
-teaching strategies in CLIL
Presenter: Katherine Tosi
Description: Content and Language Integrated Learning (CLIL) refers to teaching of non-linguistic subjects (e.g. mathematics) through an additional language (e.g. English). This workshop will focus on the basics of CLIL including:
-the principles of CLIL
-content teaching in a target language
-how to plan lessons using a CLIL approach
-activities and resources used to support a CLIL approach
-teaching strategies in CLIL
ELL Professionals as Teacher Leaders
Offered during sessions 2 and 5
Presenter: Addie Loy
Description: 6 Challenges to Changing Perceptions In the sea of changes that are occurring in education both locally and abroad, it is crucial that ELL students do not get swept away with the tides. This vast growing sub-group requires special attention, particularly because of the growing numbers and overall low-performance relative to their non- ELL peers. For schools, improving academic outcomes for these students is truly a test of whether teachers are being given the opportunities to develop in teacher preparation programs or ongoing professional development.
Teachers are encountering more diversity and with that schools must ensure that each teacher has sufficient breadth and depth of knowledge, to include a range of skills to meet the ELL learner’s needs. Experienced teachers are feeling the heat of differentiation at the hottest degrees and new teachers are often getting through teaching programs with little or no readiness for international teaching and multicultural education.
In this workshop, we will examine 6 challenges faced by educational institutions, with mainstream teacher readiness, and with on-going professional development. By exploring these challenges and looking at case-studies we will consider how those challenges can best be faced head-on by placing emphasis on the roles of ELL specialist not only as collaborators and support, but also as leaders.
Challenges:
1. Lack of Knowledge Regarding Common Criteria for Identifying ELLs and Tracking Their Academic Performance
2. Researching and Implementing Appropriate Assessments Coupled with State or Local Benchmarks
3. Inadequate Educator Capacity for Improving Literacy in ELLS
4. Lack of Information Regarding Appropriate and Flexible Program Options
5. Limited Use of Research-Based Instructional Practices
6. Lack of a Research Agenda for Continued Development and Reflection
Presenter: Addie Loy
Description: 6 Challenges to Changing Perceptions In the sea of changes that are occurring in education both locally and abroad, it is crucial that ELL students do not get swept away with the tides. This vast growing sub-group requires special attention, particularly because of the growing numbers and overall low-performance relative to their non- ELL peers. For schools, improving academic outcomes for these students is truly a test of whether teachers are being given the opportunities to develop in teacher preparation programs or ongoing professional development.
Teachers are encountering more diversity and with that schools must ensure that each teacher has sufficient breadth and depth of knowledge, to include a range of skills to meet the ELL learner’s needs. Experienced teachers are feeling the heat of differentiation at the hottest degrees and new teachers are often getting through teaching programs with little or no readiness for international teaching and multicultural education.
In this workshop, we will examine 6 challenges faced by educational institutions, with mainstream teacher readiness, and with on-going professional development. By exploring these challenges and looking at case-studies we will consider how those challenges can best be faced head-on by placing emphasis on the roles of ELL specialist not only as collaborators and support, but also as leaders.
Challenges:
1. Lack of Knowledge Regarding Common Criteria for Identifying ELLs and Tracking Their Academic Performance
2. Researching and Implementing Appropriate Assessments Coupled with State or Local Benchmarks
3. Inadequate Educator Capacity for Improving Literacy in ELLS
4. Lack of Information Regarding Appropriate and Flexible Program Options
5. Limited Use of Research-Based Instructional Practices
6. Lack of a Research Agenda for Continued Development and Reflection
Do Synonyms Exist? Ways to Teach Vocabulary in Context
Offered during sessions 3 and 5
Presenter: Steve Samuels
Description: So many English words appear to both share a meaning and also have a multiplicity of usages. It is tempting, meanwhile, for the learner to assume there is an acceptable direct translation for a lexical item in their own language. This often results in rote list learning which perpetuates such phenomena as Chinglish. This workshop concerns effective word choice and features a range of ideas for enabling learners at Middle and High School level to use English words with confidence. Synonyms are problematic in English and there are nuances and connotations that can impact upon meaning: these are problematic for learners who may not be familiar with cultural influences and the ways the language changes in response to fashion. There will be a good deal of interaction and group work in this workshop, and some useful materials will be shared.
Presenter: Steve Samuels
Description: So many English words appear to both share a meaning and also have a multiplicity of usages. It is tempting, meanwhile, for the learner to assume there is an acceptable direct translation for a lexical item in their own language. This often results in rote list learning which perpetuates such phenomena as Chinglish. This workshop concerns effective word choice and features a range of ideas for enabling learners at Middle and High School level to use English words with confidence. Synonyms are problematic in English and there are nuances and connotations that can impact upon meaning: these are problematic for learners who may not be familiar with cultural influences and the ways the language changes in response to fashion. There will be a good deal of interaction and group work in this workshop, and some useful materials will be shared.
Intentional Planning for Differentiation at QISS
Offered ONLY during session 5
Presenters: Dr. Jay Teston and Katie Peters
Description: Innovation and Differentiation are the new buzz words in the education industry. Classroom teachers, Special Educators and ELL professionals are all being asked to differentiate their instruction. From the lens of school administrators, both innovations in teaching and differentiations in delivering instruction have to be facilitated, monitored, critiqued, and adjusted. Maximizing the capabilities of Rubicon Atlas, the Education Practitioners at QISS have streamlined the process of unit planning, differentiation for instruction, teacher reflection and performance evaluation. Join us and learn how QISS fully practices intentional planning for differentiation.
Presenters: Dr. Jay Teston and Katie Peters
Description: Innovation and Differentiation are the new buzz words in the education industry. Classroom teachers, Special Educators and ELL professionals are all being asked to differentiate their instruction. From the lens of school administrators, both innovations in teaching and differentiations in delivering instruction have to be facilitated, monitored, critiqued, and adjusted. Maximizing the capabilities of Rubicon Atlas, the Education Practitioners at QISS have streamlined the process of unit planning, differentiation for instruction, teacher reflection and performance evaluation. Join us and learn how QISS fully practices intentional planning for differentiation.
Creating a Comprehensive School-Wide System for Servicing ELL Populations
Offered ONLY during session 3
Presenter: Paul Lieblich
Description: The workshop will explore how one system of schools in China created a system where supporting ELL students was one of the core pillars of organizing and operating the school(s).
Too often international schools add-on ELL programs/teachers as a way to deal with the nuisance of having ELL kids. An out of sight-out of mind approach seeks to minimize the bother of students who don't speak the language of instruction. ELL students and support services are fit in where it is least convenient to the "real" program. The speaker shares how his schools took a shot a changing the mentality and recognizing that with an ELL population of 80% that ELL was the "bread & butter" of paying school bills and teacher salaries.
Presenter: Paul Lieblich
Description: The workshop will explore how one system of schools in China created a system where supporting ELL students was one of the core pillars of organizing and operating the school(s).
Too often international schools add-on ELL programs/teachers as a way to deal with the nuisance of having ELL kids. An out of sight-out of mind approach seeks to minimize the bother of students who don't speak the language of instruction. ELL students and support services are fit in where it is least convenient to the "real" program. The speaker shares how his schools took a shot a changing the mentality and recognizing that with an ELL population of 80% that ELL was the "bread & butter" of paying school bills and teacher salaries.
Get them to think, Get them to WRite
Offered during sessions 1 and 4
Presenter: Andres Sanchez
Description: This interactive, hands-on, and lively workshop focuses on the notion that ALL teachers are teachers of ELLs. Participants will walk away with a variety of strategies to foster critical thinking, peer collaboration, and a wide range of fun, non-prep, easy-to-implement writing techniques for all ELL's t levels.
The research suggests writing is perhaps the most "troublesome" and time-consuming skill for ELL's to master. With that in mind, the workshop will empower and encourage participants to inject writing into every lesson across subjects.
The workshop includes strategies and activities for students to enhance:
-vocabulary acquisition
-spelling
-context and pattern-based writing
-sentence structure
-short essays
-descriptive writing
Presenter: Andres Sanchez
Description: This interactive, hands-on, and lively workshop focuses on the notion that ALL teachers are teachers of ELLs. Participants will walk away with a variety of strategies to foster critical thinking, peer collaboration, and a wide range of fun, non-prep, easy-to-implement writing techniques for all ELL's t levels.
The research suggests writing is perhaps the most "troublesome" and time-consuming skill for ELL's to master. With that in mind, the workshop will empower and encourage participants to inject writing into every lesson across subjects.
The workshop includes strategies and activities for students to enhance:
-vocabulary acquisition
-spelling
-context and pattern-based writing
-sentence structure
-short essays
-descriptive writing
ELL in the contemporary Art Classroom
Offered during sessions 1 and 4
Presenter: Jennifer Nicklas
Description: Art is often over looked as needing ELL support because we are so visual by nature. Today, art teachers are charged with the responsibility to not only teach students technical artistic skills, but build sophisticated & meaningful relationships with their visual world. In order to create artwork with intentional expression, students must be able to interpret meaning in visual symbolism and articulate these concepts into both written and oral forms. This workshop aims to introduce ELL professionals to the inner workings of the art classroom and open the discussion for how to ensure all students are able to develop & express sophisticated ideas through the arts.
Presenter: Jennifer Nicklas
Description: Art is often over looked as needing ELL support because we are so visual by nature. Today, art teachers are charged with the responsibility to not only teach students technical artistic skills, but build sophisticated & meaningful relationships with their visual world. In order to create artwork with intentional expression, students must be able to interpret meaning in visual symbolism and articulate these concepts into both written and oral forms. This workshop aims to introduce ELL professionals to the inner workings of the art classroom and open the discussion for how to ensure all students are able to develop & express sophisticated ideas through the arts.
USING PICTURE AND WORD CARDS TO TEACH VOCABULARY AS AN INTEGRAL PART OF THE TEACHING OF EARLY LITERACY SKILLS IN A MULTI-GRADE ELL CLASSROOM
Offered during sessions 2 and 4
Presenter: Ruth Duque
Description: As ELL teachers it is our job to support our students in the development of their language skills as well as teach them the early literacy skills they will need to perform successfully at their grade level. Vocabulary teaching is one of the most important components of a language class. Using picture and word cards in a systematic way can yield fast and successful results. Through the use of picture and word cards students will be engaged in activities that will entertain and teach them new vocabulary words. Differentiated activities to address their individual or group needs will occur naturally. The study of vocabulary supports students in the development of their listening and speaking skills as well as in the development of their reading and writing skills. My aim at this workshop is to suggest a series of sequential activities to teach vocabulary using picture and word cards while supporting the development of early literacy skills. This will give students the foundations of the English language and will provide them with the tools to become independent learners
Presenter: Ruth Duque
Description: As ELL teachers it is our job to support our students in the development of their language skills as well as teach them the early literacy skills they will need to perform successfully at their grade level. Vocabulary teaching is one of the most important components of a language class. Using picture and word cards in a systematic way can yield fast and successful results. Through the use of picture and word cards students will be engaged in activities that will entertain and teach them new vocabulary words. Differentiated activities to address their individual or group needs will occur naturally. The study of vocabulary supports students in the development of their listening and speaking skills as well as in the development of their reading and writing skills. My aim at this workshop is to suggest a series of sequential activities to teach vocabulary using picture and word cards while supporting the development of early literacy skills. This will give students the foundations of the English language and will provide them with the tools to become independent learners
Sheltered Instruction Observation Protocol
Offered during sessions 2 and 5
Presenter: Patrick King
Description: Created by a trio of scholars from California State University, Long Beach (Jana Echevarría and Mary Ellen Vogt), and the Center for Applied Linguistics (Deborah J. Short), SIOP (Sheltered Instruction Observation Protocol) was developed to help a English Language Learners achieve academic excellence.
The SIOP model is a 8-step framework that takes the teacher from planning all the way to review and assessment. Each lesson is designed to have both a Content and Language Objectives. Making language teaching and learning explicit in the content area classrooms serves the purpose of making language development every teacher's responsibility and ensuring that students are able to use the knowledge and skills that they have worked so hard to learn.
This is one of many methods to teach language through content, but I believe it is a straightforward approach that can be adapted by classroom teachers or ELL specialists in pull-out sessions.
Presenter: Patrick King
Description: Created by a trio of scholars from California State University, Long Beach (Jana Echevarría and Mary Ellen Vogt), and the Center for Applied Linguistics (Deborah J. Short), SIOP (Sheltered Instruction Observation Protocol) was developed to help a English Language Learners achieve academic excellence.
The SIOP model is a 8-step framework that takes the teacher from planning all the way to review and assessment. Each lesson is designed to have both a Content and Language Objectives. Making language teaching and learning explicit in the content area classrooms serves the purpose of making language development every teacher's responsibility and ensuring that students are able to use the knowledge and skills that they have worked so hard to learn.
This is one of many methods to teach language through content, but I believe it is a straightforward approach that can be adapted by classroom teachers or ELL specialists in pull-out sessions.