Date(s) - 08/31/2017
8:30 am - 3:00 pm
Facilitator: Jayme Adelson-Goldstein, Lighthearted Learning
Audience: Teachers with Beginning Levels of English Language Learners
Time: Registration at 8:30pm, Training begins at 9am. Lunch will be provided.
Location: PHA’s ETC at 144 Dodge St., Providence. RI
To register, click HERE!
In order to navigate the complexities of 21st community, college and career settings, our intermediate and advanced level learners need to be able to tackle text complexity and its academic language in order to read critically and build their content knowledge, switch easily from informal to academic discourse, and demonstrate a wide array of soft skills including collaboration, problem solving and critical thinking. By integrating 21st century skill instruction into ESOL courses, we are respecting the range of our learners’ goals whether they include postsecondary education, workplace training, civic engagement, parenting, and/or advocacy (for oneself or one’s family members).
During this day-long professional development session you will focus on how project-based learning expands and refines our learners’ 21st century skills as they use language “to collaborate on a plan, negotiate tasks, contribute ideas and constructive criticism, assess progress, and achieve consensus on various issues” relevant to the learner. (Finn Miller, 2010, p. 4). Building on the instructional shifts in the College and Career Readiness (CCR) Standards, you will have the opportunity to analyze and apply the new English Language Proficiency (ELP) Standards’ integrated approach to instructional planning; work with contextualized tasks and projects that support learners’ achievement of intermediate through advanced ELP and CCR Standards, discuss differentiation options, and collaborate on developing contextualized tasks and projects relevant to your own teaching context(s).
Throughout the day, we will explore tasks and projects that provide opportunities for learners to:
- assess their college and career readiness strengths and needs;
- identify their transferrable skills;
- focus on learning strategies (e.g. note taking, summarizing, making inferences, etc.);
- build academic vocabulary and discourse skills;
- employ digital literacy skills, and
- demonstrate their critical thinking, problem-solving and soft skills.
Please bring a lesson objective to develop* or a lesson outline you would like to enhance as well as a smartphone, tablet or laptop for interactive digital activities. We will use Google Drive to collaborate during and after the session. While a gmail account is not required for collaboration on Google Drive, it is helpful.
* Ideally, objectives would include a skill focus, context, communication task, and be assessable. For example, the objective: “Learners will be able to craft and deliver an oral argument on why they would be good candidates for a particular job.” has a speaking focus; a job search context, and the communication task of making a claim and defending it. The teacher could assess learners’ completion of the objective through the use of a rubric with learners’ oral presentations.