All Kids, Rawson & Course, Summer 2019

Course Number: EDU 5515 C50
Instructor: Teaching All Kids
Location: Cusick Conference Room, Brattleboro Union High School, Brattleboro
Dates and Times: June 25-28, 2019 from 8:30-3:30
Credits: 3 credits
Tuition: $1,330

Note: Payment is due and payable to the Vermont Learning Collaborative.

Course Description

The following are the topics covered on each day of the course.  Presentation and activities will vary depending on the number of participants and their experience.

 ALL KIDS is a research based approach to build the capacity of mainstream teachers to establish an environment of equity for learning. The course presents strategies and theory on how to make classroom content accessible to English Learners, (ELs).  Teachers will use a unit from their grade level and incorporate accommodations for language and other factors. Other professionals will design and present a project reflecting their learning in ALL KIDs. All work done for ALL KIDs needs to be authentic and of use in your work with students.

The strategies presented in the SIOP lesson delivery model, and brain based learning serve as tools for most children with challenges in language development, or who benefit from deliberate scaffolding. The emphasis and methods to build vocabulary benefit students who suffer from word poverty  due to lack of background in rich language experiences Therefore, by applying the 8 components of SIOP content is accessible to a diverse range of students for whom content is difficult to access.

An awareness of second language development is vital for teachers working with ELs. Teachers will receive a sound background in this area. Both oral language and literacy will be reviewed. This will act as a guide in learning to distinguish between cultural differences and disability for ELs.

In Teaching ALL KIDS participants will learn how culture influences learning in the classroom environment. They will identify barriers in classrooms that impede learning for ELs. This will extend to students who have experienced poverty as there are patterns similar in both these situations in the area of language.

There are many modalities used in the course: discussion, film, real case studies, panels, models, and simulations designed to enhance understanding. It is a hands-on interactive course. This course is designed to model the components in both content and presentation. In other words we will walk the talk!

Course Objectives

Learning Outcomes and Competencies::

Teachers will be able to design a ten lesson teaching unit based on standards for their grade unit and aligned to the WIDA standards. Each lesson plan will demonstrate the inclusion of all SIOP components mastered in this course. A check off list of all needed concepts will be included and filed with each lesson plan where students track each needed concept. This learning objective ties into both classroom teaching and the cumulative project where teachers will demonstrate the knowledge they have mastered.

Teachers will be able to distinguish behaviors stemming from cultural differences from behavior problems. They will be able to connect specific cultural concepts such as Tannen’s eight linguistic elements that vary among individuals and groups. These will be reflected in lesson planning. They will demonstrate mastery of this objective in a reflective essay.

Teachers will understand the complex issues of difference and disability. Using readings from Katherine Collier, and specific guide lines teachers will be able to explain to their cohort teams how cultural differences are not equal to a learning disability. Teachers will orally present cases where there are concerns and explain the process they would follow as a classroom teacher.

Teachers will be able to analyze and work with stages of language acquisition for ELLs using the WIDA Standards. In their lesson plans they will choose the proficiency level of their ELLs and connect this to the language domains of speaking, reading, writing and listening. Activities in their lesson plans must reflect the accommodations required for various proficiency levels in all domains of language. This objective will be fully demonstrated in the culminating project where under WIDA standards teachers will include proficiency levels of their students and plan units using this gained understanding.

Required Text:

Echevarria, Making Content Comprehensible for English Learners. Boston: Pearson, 2010

For additional course and registration information

Susan Leuchter
(802) 257-8600