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Module 2

Module 2. Effective Technologies, Strategies, and Supports for Binational Migrant Students. Outcomes. Discuss the unique characteristics of binational migrant students

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Module 2

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  1. Module 2 Effective Technologies, Strategies, and Supports for Binational Migrant Students

  2. Outcomes • Discussthe unique characteristics of binational migrant students • Understandthe interaction between Instruction and student learning when teaching binational migrant students • Identifyand discuss effective technologies, strategies and supports for effectively teaching binational migrant students • Reflectand refine supports to enhance instruction for binational migrant students.

  3. What is a Binational Student?

  4. What are some unique characteristics of binational migrant students? • They are highly mobile, frequently crossing international borders. This experience may be wrought with danger and cause emotional or behavioral issues. • They have experienced vastly different school systems in the U.S. and Mexico with varying school expectations, curricula, instructional styles, and graduation requirements. • They may be limited in English proficiency, limited in Spanish proficiency, or limited in both languages (double semi-lingual).

  5. What are some challenges in teaching binational migrant students? • Student records from Mexico may not be readily available or easily obtained, resulting in having to guess where to place the student instructionally. • Parents may not be familiar or comfortable with U.S. schools or the expectations for parent involvement. • Cultural differences may manifest themselves as learning difficulties. What are some other challenges?

  6. What are some benefits of having binational migrant students in the classroom? • Students have had uncommon travels and experiences, and have unique insights to share with the class. • Parents and students are able to share a binational cultural perspective. • Students may have had unique educational experiences such as telesecundaria or other instruction using technology as a tool. What are some other benefits?

  7. Teaching the binational migrant student When working with binational students, consider the interaction between . . .

  8. Background Knowledge • Instruction Build on prior knowledge Build background knowledge Help students make connections with what they know and are learning

  9. Comprehensible • Input • Instruction • Use student experiences as a means to make sense of language and learning • Keep classroom speech understandable by explicitly teaching vocabulary, speaking in short phrases, and pausing frequent to check understanding

  10. Instruction • Ask questions • Model problem solving • Make connections to previous learning and other subject areas Click on linksfor more information.

  11. Provide opportunities for student talk and interaction • Increases brain stimulation and motivation • Reduces risk • Allows for more processing time • Increases attention • Promotes language development Echevarría, Vogt & Short, 2008

  12. Student Engagement Instructional Activities See Handout 2 for detailed information on activities.

  13. Culture • Student Learning • Binational mobility pattern • Frequency of moves • Housing • Reason for leaving • Documentation status • Stability of home base and work environments

  14. Language • Student Learning • English and Spanish proficiency • Language usage patterns • Language dominance • Level of comfort with expressive language

  15. Student Learning • Housing and living conditions • Family support systems • Access to community resources • School and a sense of belonging • Connections

  16. Student Learning • Teacher expectations (All kids do learn.) • Parent expectations • Student/self expectations • Community expectations • Expectations

  17. Student Learning Through Instructional Strategies • Student Learning CREDE, 2011

  18. Bridging Learning for Binational Students Instructional Technology Strategies Materials & Supports

  19. 1. Instructional Technology • Google Image Search - Create PowerPoint presentation with visuals to teach vocabulary • Videos - Use short video clips to build background knowledge • Video Games/Apps - Use video games and apps to develop language and practice skills

  20. 1. Instructional Technology • Digital Storytelling • http://prezi.com/m4sglpa1okd6/digital-storytelling-with-ell-students/ • http://larryferlazzo.edublogs.org/2009/04/15/the-best-digital-storytelling-resources/ • Web Logs • http://www.slideshare.net/cm24/using-web-logs-in-the-efl-class?type=powerpoint

  21. 1. Instructional Technology • Supplementary Programs • Read Naturally • Rosetta Stone • Imagine Learning • For more information on instructional technology visit: www.inet-migrant.org

  22. 2. Strategies: Vocabulary Development • Academic Vocabulary • Social • Academic • Content specific • Quality not Quantity • 5-8 pieces of new information per unit • Pre-teach • Explicitly Teach • Student-friendly definition • Pictures/visuals

  23. 2. Strategies: Vocabulary Supports SENTENCE FRAMES WORD WALLS

  24. 2. Strategies: Clear Expectations Clear Expectations of Academic Tasks Provide step-by-step instructions Model or demonstrate strategies Show examples of end product Give oral directions with written prompts/visuals

  25. 3. Supports

  26. Supports: Sensory

  27. Supports: Visual

  28. Supports: Structures

  29. How do we measure how effective our instruction has been? ?

  30. Assessing Learning Daily Admit Tickets and Exit Tickets Think-Pair-Share Daily Quizzes End of unit assessment

  31. Assessing Language and Content How do I know that students understood the content? How do I know that students learned the language needed to explain the content?

  32. Assessment – Fourth grade example Style/Fluency

  33. Assessment – Fifth grade exampleStyle and Fluency Rubric Language of unit built in to end of unit writing rubric

  34. SUMMARYEffective Technologies, Strategies, and Supports for Binational Migrant Students • Considers instruction within a bicultural context • Involves students using their unique experiences as a binational child • Integrates technology that spans structures in the U.S. and Mexico • Implements effective and promising practices based on identified binational student needs

  35. Discussion and Reflection How am I going to modify my instruction to accommodate the unique needs, learning styles, and experiences of binational students?

  36. Resources • Connection – English to Spanish • Electronic age appropriate games to learn English and Math • Help! They don’t speak English for Primary Teachers • Help! They don't speak English for Secondary Teachers • INEA • Math MATTERS Consortium Incentive Grant (CIG) • Migrant Literacy CORE Reading CIG • Plazas Comunitaria • Portable Assisted Study Sequence (PASS) • SEP – Online Textbooks

  37. Further Information Contact – Insert the individual State, regional, or local contact information in here. Visit – www.inet-migrant.org

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