module 3 effective strategies for binational migrant studentsa binational student is an eligible...

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?

Presenter

Presentation Notes

A possible activity



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 Learning

Instruction

Teaching the binational (BN) migrant student

Background Knowledge

Comprehensible Input

Student Engagement

Critical Thinking Skills

Instruction

Presenter

Presentation Notes

Nonlinguistic representations: http://www.netc.org/focus/strategies/nonl.php Student engagement:



∗ Build on prior knowledge ∗ Build background

knowledge ∗ Help students make

connections with what they know and are learning

Instruction

Background Knowledge

Presenter

Presentation Notes

See additional activities on ways to build 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

Presenter

Presentation Notes

This structure can be used in a variety of ways for mastery, concept development, discussion and whole group projects. The simplest form, Within Team Jigsaw, has three basic steps. a. Each participant from a team works alone, mastering a bit of information. b. Participants do a round robin within teams to share their knowledge with teammates. c. There is an assessment of all students on all material. d. 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 Learning



Binational mobility pattern Frequency of moves Housing Reason for leaving Documentation status Stability 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 expectations Student/self

expectations Community

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

Presenter

Presentation Notes

Link displays definitions and additional information for each in context

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

http://crede.berkeley.edu/research/crede/lang_dev.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 Technology 2. Strategies 3. 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

Presenter

Presentation Notes

Lots more ideas on how to use images with ELLs at http://www.edutopia.org/blog/ell-engagment-using-photos More ideas on how to use videos at http://www.edutopia.org/blog/ell-engagement-using-video-larry-ferlazzo-katie-hull-sypnieski More ideas on how to use video games at http://larryferlazzo.com/videogamearticle.html



∗ 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


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/

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

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



∗ Supplementary Programs ∗ Read Naturally ∗ Rosetta Stone ∗ Imagine Learning

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


Presenter

Presentation Notes

Links

http://www.readnaturally.com/

http://www.rosettastone.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

Presenter

Presentation Notes

Use graphic organizer of 3 circles to list examples of words See additional activities for teaching vocabulary



2. Sample Strategies: Vocabulary Supports

WORD WALLS

SENTENCE FRAMES

Presenter

Presentation Notes

Sentence frames can scaffold students by giving them the language structures they need to discuss the content. Additional vocabulary supports label and make visual the key vocabulary, allowing students to remember and use the vocabulary in context.



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

Presenter

Presentation Notes

Do mock activity



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

Presenter

Presentation Notes

There are 3 different kinds of supports that teachers can provide students to help them understand the content being taught.



Supports: Sensory

Presenter

Presentation Notes

Sensory supports help students understand the content through doing. The more hands-on the activity and the more engaged students are with the content, the better.



Supports: Visual

Presenter

Presentation Notes

All kinds of non-linguistic representations are important for students to understand the content being taught. The more visual supports that teachers can provide for students, the better.



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

Presenter

Presentation Notes

See additional activities for exit tickets



∗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

Presenter

Presentation Notes

Activity: In small groups – list on the large posted note the elements of an effective lesson.



∗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 Spanish Electronic age appropriate games to learn English and

Math INEA Math MATTERS Consortium Incentive Grant (CIG) Migrant Literacy CORE Reading CIG Plazas Comunitaria Portable 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/

http://200.77.230.5/plazasEUA/

http://www.wipass.org/



∗ Contact: ∗ AZ – Mary Haluska, [email protected] ∗ CO – Tomás Mejía, [email protected] ∗ MN – Leigh Schleicher, [email protected] ∗ NE – Mary Ann Losh, [email protected] ∗ OR – Jonathan Fernow, [email protected] ∗ PA – Carmen Medina, [email protected] ∗ WA – Mea Moore, [email protected]

∗ Visit: www.inet-migrant.org

Further Information

mailto:[email protected]










module 3 effective strategies for binational migrant studentsa binational student is an eligible...

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