effective strategies for binational migrant students module 3

Effective Strategies for Binational Migrant Students

Module 3

Effective Technologies, Strategies, and Supports for Binational Migrant Students

InET Consortium Incentive Grant

Discuss the unique characteristics of binational migrant students

Understand the interaction between Instruction and student learning when teaching binational migrant students

Identify and discuss effective technologies, strategies and supports for effectively teaching binational migrant students

Reflect and refine supports to enhance instruction for binational migrant students.

Outcomes



U.S. Definition Mexico’s Definition

A binational student is an eligible migrant student who moves between Mexico and

the United States with his/her parents or as an

emancipated youth at least once in the last 36 months.

A binational student is any student who moves between

Mexico and the United States.

Who is a Binational Student?



They are highly mobile, frequently crossing international borders. This experience may be wrought with danger and causes emotional or behavioral issues.

Student records from Mexico may not be readily available or easily obtained, resulting in having to guess where to place the student instructionally.

What are some unique characteristics of binational migrant students?



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 unique characteristics?

What are some unique characteristics of binational migrant students?



Students have had unique 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?

What are some benefits of having binational migrant students in the classroom?



How can teachers use the unique characteristics of the BN migrant students to indicate they are valued and supported?

Discuss in groups of 3-4

Activity 1



Student Learnin

gInstruction

Teaching the binational (BN) migrant student

When working with

BN migrant s

tudents,

consider interactio

n

between . .

.

Background

Knowledge

Comprehensible Input

Student Engagement Critical

Thinking Skills

Instruction



Build on prior knowledge

Build background knowledge

Help students make connections with what they know and are learning

Instruction

Background Knowledge



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

Instruction

Comprehensible Input



Seek input Model problem

solving Make connections

to previous learning and other subject areas

Instruction

http://www.colorincolorado.org/multimedia/learn/



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



Suggested Student Engagement Instructional Activities

Jigsaw

Corners

Round Table

Inside/Outside Circle

Numbered Heads

Fishbowl

See Handout

2 for detailed

information

on activities.



What activities are you implementing in the classroom to support student learning?

Discuss in groups of 3-4 and assign a recorder and a presenter

Activity 2

Culture

Language

Expectations Connections

Student Learnin

g



Binational mobility pattern

Frequency of movesHousingReason for leavingDocumentation statusStability of home base

and work environments

Student Learning

Culture



English and Spanish proficiency

Language usage patterns

Language dominance

Level of comfort with expressive language

Student Learning

Language



Housing and living conditions

Family support systems

Access to community resources

School and a sense of belonging

Student Learning

Connections



Teacher expectations (All kids do learn.)

Parent expectationsStudent/self

expectationsCommunity

expectations

Student Learning

Expectations



Student Learning Through Instructional Strategies

Instructional Group Activities

Literacy and Language Development

Connecting Lessons to Students’ Lives

Designing Activities to Advance Student Learning

Instructional Conversations

CREDE, 2011

Student Learning

http://crede.berkeley.edu/research/crede/jpa.html

http://crede.berkeley.edu/research/crede/lang_dev.html

http://crede.berkeley.edu/research/crede/lang_dev.html

http://crede.berkeley.edu/research/crede/context.html

http://crede.berkeley.edu/research/crede/context.html

http://crede.berkeley.edu/research/crede/challenge_act.html

http://crede.berkeley.edu/research/crede/challenge_act.html

http://crede.berkeley.edu/research/crede/instruc_conv.html

http://crede.berkeley.edu/research/crede/standards.html



Center for Applied Linguistics (CAL) www.cal.org

Colorado Association for Bilingual Education (CABE) www.cocabe.org

National Association for Bilingual Education (NABE) www.nabe.org

Teachers of English to Speakers of Other Languages (TESOL) www.tesol.org

Additional Resource Links

http://www.cal.org/

http://www.cocabe.org/

http://www.nabe.org/

http://www.tesol.org/



Core Programs are the district adopted programs that support the various content areas at different grades

Supplemental Programs support the CORE curriculum and are targeted to specific student needs such as English learners, reading, mathematics, etc…

Examples are: Read Naturally, Rosetta Stone, Imagine Learning, etc…

What is a Supplemental Program?



1.Instructional Technology2.Strategies3.Materials & Supports

Bridging Learning for Binational Students



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

1. Suggested Instructional Technology



Digital Storytelling http://prezi.com/m4sglpa1okd6/digital-storytell

ing-with-ell-students/ http://larryferlazzo.edublogs.org/2009/04/15/th

e-best-digital-storytelling-resources/ Web Logs

http://www.slideshare.net/cm24/using-web-logs-in-the-efl-class?type=powerpoint


http://prezi.com/m4sglpa1okd6/digital-storytelling-with-ell-students/

http://prezi.com/m4sglpa1okd6/digital-storytelling-with-ell-students/

http://larryferlazzo.edublogs.org/2009/04/15/the-best-digital-storytelling-resources/

http://larryferlazzo.edublogs.org/2009/04/15/the-best-digital-storytelling-resources/





Supplementary Programs Read Naturally Rosetta Stone Imagine Learning

For more information on instructional technology visit:www.inet-migrant.org


http://www.readnaturally.com/

http://www.rosettastone.com/

http://www.imaginelearning.com/

http://www.imaginelearning.com/

http://www.inet-migrant.org/



2. Sample Strategies: Vocabulary Supports

• 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



2. Sample Strategies: Vocabulary Supports

WORD WALLS

SENTENCE FRAMES



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



Sensory

• Realia• Pictures• Visuals• Models• Activities• Movies• Others?

Visual

• Graphs• Charts• Tables• Timelines• Diagrams• Others?

Structures

• Partners• Small

groups• Cooperative• Mentors• In native

language• Others?

3. Supports



Supports: Sensory



Supports: Visual



Supports: Structures

?

Ideas to Measure Instructional Effectiveness



Daily Admit Tickets and Exit Tickets

Think-Pair-Share Daily Quizzes End of unit assessment

Samples of Assessing Learning



How do I know that students understood the content?

How do I know that students learned the language needed to explain the content?

Samples for Assessing Language and Content



Style/Fluency

Sample of Assessment Learning Fourth Grade

4 3 2 1

Transitional words/phrases

Links all ideas using transitional words/phrases.

Links most ideas using transitional words/phrases.

Links few ideas with transitional words/phrases.

No evidence of linking ideas with transitional words/phrases.

Word Choice In all sentences, uses precise verbs specific nouns, and interesting descriptive vocabulary.

In most sentences, uses precise verbs, specific nouns and interesting/descriptive vocabulary.

In few sentences, uses precise verbs, specific nouns and interesting/descriptive vocabulary.

Uses general words, colorless verbs and nouns.

Linguistic Complexity

All sentences are clear and have a variety of beginnings, structures and lengths. All are grammatically correct.

The majority of sentences is clear and have a variety of beginnings, structures and lengths. May or may not be grammatically correct.

The majority of the writing consists of simple sentences. Begins to include a variety of beginnings, structures and lengths, which may or may not be grammatically correct.

Uses mostly simple sentences. Run on sentences and fragments.



Language of unit built in to end of unit writing rubric

Sample of Assessment Learning Fifth Grade

Style and Fluency

1 2 3 4

Language indicating compare

No Evidence Some evidence of linking ideas using transitional words/phrase

Comparison of attributes is indicated with terms alike, similar, because, both have …

Transitional words and phrases are embedded in a natural style and contribute to the fluency of the writing

Language indicating contrast

No Evidence Some evidence of linking ideas using transitional words/phrase

Contrast is indicated by different, in contrast, on the other hand …

Transitional words and phrases are embedded in a natural style and contribute to the fluency of the writing



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

SUMMARY



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

Discussion and Reflection



Connection – English to SpanishElectronic age appropriate games to learn Englis

h and MathINEAMath MATTERS Consortium Incentive Grant (CIG)Migrant Literacy CORE Reading CIGPlazas ComunitariaPortable Assisted Study Sequence (PASS)SEP – Online Textbooks

Sample of Resources

http://www.spanishdict.com/translate/?e=connection

http://www.learninggamesforkids.com/vocabulary-games/foreign-languages/spanish-and-english-math-match.html

http://www.learninggamesforkids.com/vocabulary-games/foreign-languages/spanish-and-english-math-match.html

http://www.inea.gob.mx/

http://projectsmart.esc20.net/

https://www.migrantreadingnet.com/

https://www.migrantreadingnet.com/

http://200.77.230.5/plazasEUA/

http://www.wipass.org/






Contact – Insert the individual State, regional, or local contact information in here.

Visit – www.inet-migrant.org

Further Information

http://www.inet-migrant.org/

effective strategies for binational migrant students module 3

Documents

binational student

bn migrant students

binational bn migrant

eligible migrant student

effective strategies

effective technologies

student records

unique travels