Download
1 / 19
190 likes | 327 Views
Please check, just in case…. APA Tip of the Day : Page numbers. Page numbers should start on the title page, starting with #1. The page number should be at the top of the page, in the page header (don’t enter it manually).
E N D
APA Tip of the Day: Page numbers Page numbers should start on the title page, starting with #1. The page number should be at the top of the page, in the page header (don’t enter it manually). The page number should be flush right, with the running head on the same line, flush left. Do not write “page” or “#”, just include the number. Check the defaults in your word processing program – the font is often too small and a different typestyle from the body of your paper.
Running head: BILINGUAL SPECIAL EDUCATION 1 A Review of the Research Literature in Bilingual Special Education J. S. de Valenzuela University of New Mexico Author Note
Announcements Turn in reading review now. Language resources inventory due in two weeks. Make sure you get your data collected in the next week! Make an appointment to see me, about class work or advising in advance. For advising, don’t wait until the end of the semester as my appointments fill up and I am off contract over summer.
February 24, 2014 Overview of ALS program models • Today’s Readings: • NMPED Multicultural Education Technical Assistance Manual AND McLeskey et al (2013)
Important Acronyms and Definitions – Program Models: ALS: Alternative language services ESL: English as a Second Language ELD: English language development Bilingual Education: Instruction in students’ native language if other than English or, in a Dual Language program, in the native English speaking students’ second language. Note: Foreign language instruction is not considered a model of Bilingual Education.
Relationship of curricular components: 1. Curriculum development models and principles 2. Program models 3. Instructional methods and models 4. Instructional strategies
1. Curriculum Development Models and Principles Overarching ways to think about and plan your curriculum: Universal design (UD)/Universal design for learning (UDL) Backwards planning Differentiated instruction
2. Program Models These are predetermined ways of delivering instruction in general (regardless of content area). ALS examples: Special Education examples: Inclusion Resource room ISP • Dual Language immersion • Transitional bilingual education • Pull-out ESL
3. Instructional Methods and Models These are specific methods (programs) of delivering certain types of instruction – this tells you HOW to teach a specific content within a program model. Examples: Sheltered English/SDAIE Optimal Learning Environment (OLE) Wilson reading program Direct instruction Cooperative learning
ALS Program Models in NM(predetermined ways of delivering instruction in general ) • ESL/ELD • Bilingual Education: • Dual Language Immersion • Developmental/Maintenance Bilingual Education • Transitional Bilingual Education • Enrichment Bilingual Education • Heritage/Indigenous Language
ESL Instructional Models: CALLA: Cognitive Academic Language Learning Approach GLAD: Guided Language Acquisition Device SIOP: Sheltered Instruction Observation Protocol SDAIE: Specially-Designed Academic Instruction in English Sheltered English Instruction Structured English Immersion
ALS Models Bil Ed Program Models ESL/EDL Instructional Models Dual Language Immersion Developmental/Mainte-nanceBilingual Education Transitional Bilingual Education Enrichment Bilingual Education Heritage/Indigenous Language • CALLA • GLAD • SIOP • SDAIE • Sheltered English Immersion • Structured English Immersion
Quick Write: What program models in ALS and special education have you most commonly seen in the schools? What is your experience with them?
Small Group Activity In small groups, begin filling out the ALS program model comparison sheet.
Looking ahead… Topic: Strengths and limitations of program models Read: Soltero (2004), August et al (2005), McLeskey et al (2013). NOTE: Bring extra copies of tonight’s handout to class next week.
