rich arts experiences
DESCRIPTION
TRANSCRIPT
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The Why and How of Integrating Rich Art Experiences into
Instruction for English Learners: What’s Good for EL’s is Good for All!
Presented by:Dr. Lisa Gonzales, Ed.D. Coordinator
Santa Clara County Office of EducationNora Guerra
Director of Educational Innovation & Development
Oak Grove School District
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Outcomes
Provide an overview of the changes in ELA/ELD standards with Common Core
How the changes impact EL students
The role of the 4 C’s for EL students & all
The value of the arts for EL’s and all
Model programs – Oak Grove & Alum Rock School Districts
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Changes with CCSS
Students must be able to:
Engage with complex, informational text
Use evidence in writing and research
Work collaboratively to present ideas and communicate multiple perspectives
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Overview of California ELD Standards
Describe the knowledge skills, and abilities in English as a new language that are expected at exit from each proficiency level.
Exit descriptors signal high expectations for ELs to progress through all levels and to attain the academic English language they need to access and engage with grade-level content in all content areas.
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Challenges of New CCSS for EL Students
Require systemic, district-wide approaches to curriculum design & instructional delivery
Focus has to be on language development AND content
CCSS are great at bridging gaps that have existed between language acquisition and content proficiency
ELs will need support to participate in activities that simultaneously develop conceptual understanding of content and language use.
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Instructional Shifts To Improve ELL’s Language & Content Learning
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Instructional Shifts To Improve ELL’s Language & Content Learning
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Instructional Shifts To Improve ELL’s Language & Content Learning
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Examples of Teacher Adaptations
Flexible, fluid grouping structures (homogeneous and heterogeneous)
Break down difficult tasks into manageable segments
Facilitate productive discussions
Provide meaningful and appropriate feedback
Explicitly modal and support student production of language
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DESIGN
CONNECT
SYNTHESIZE
APPLY CONCEPTS
CRITIQUE
ANALYZE
CREATE
PROVE
ARRANGE
REPEAT
RECALL
RECITE
CALCULATE
DEFINEIDENTITY LIST
LABEL
ILLUSTRATE
MEASURE
REPORT
QUOTE
MATCH
STATE
TELL
WHO, WHAT, WHEN, WHERE, WHY
MEMORIZE
TABULATE
RECOGNIZE
NAME
USE INFER
CATEGORIZE
COLLECT AND DISPLAY
IDENTIFY PATTERNS
GRAPH ORGANIZE
CLASSIFY CONSTUCT
SEPARATE MODIFY
CAUSE/EFFECT PREDICT
ESTIMATE
COMPARE
RELATE
INTERPRET
DISTINGUISH
USE CONTEXT CUES
MAKE OBSERVATIONS
SUMMARIZE
SHOW
REVISE
APPRISE
CRITIQUE
FORMULATE
HYPOTHESIZE
CITE EVIDENCE
DRAW CONCLUSIONS
EXPLAIN PHENOMENA IN TERMS OF CONCEPTS
USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS
DIFFERENTIATE
INVESTIGATE
COMPARE
DEVELOP A LOGICAL ARGUMENTASSESS
CONSTRUCT
How the Arts Have
Meaning in Common Core
LEVEL ONE(Recall)
LEVEL TWO(Skill/
Concept)
LEVEL FOUR
(ExtendedThinking)
LEVEL THREEStrategic Thinking
DESCRIBEEXPLAIN
INTERPRET
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Why Is This An Issue?
2010 CBEDS data showed only 16.4% of students in free/reduced meal programs are enrolled in VAPA courses
Or…..83.6% of students enrolled in VAPA programs are not of low-socioeconomic status
Lower income children have fewer arts options in school; less disposable income to engage in after-school study
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But there’s more…
Attention only to the impact of poverty limits how educators approach the whole child
Language and culture affirm positive traits of heritage, identity, and resilience which energize a child’s ability to learn, make meaning, create, contribute
Recent CA statewide research – CA middle schools who teach a majority of Latino, African American and American Indian students are far less likely to provide arts with reduced budgets
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This is a video from YouTube – http://youtu.be/h_pWZBOR4ec
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Discussion Question
Discuss with others near you:
How do the skills of description transfer across content areas?
How is this good for EL students?
How is this good for ALL students?
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What is 21st Century Learning? And how do the arts tie in?
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Three Modes of Communication
Collaborative (engagement in dialogue w/others)
Interpretive (comprehension and analysis of written and spoken texts)
Productive ( creation of oral presentations and written texts)
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Model Programs
Elementary Schools: Integration of arts into daily instructional program Discrete arts classes during the school day Extra-curricular VAPA classes after school Chorus, mariachi, handbell choir Instrumental music: recorders, band, concerts Dance class: dance festival Drama/Theatre class: full-scale musical production Art & Music appreciation program: showcase
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Model Programs
Middle Schools: Integration of VAPA standards into core Elective courses during the day After school courses Chorus, Honor chorus Visual arts Band, jazz band, Honor band Drum corps Digital photography Dance Drama/Theatre
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Professional Development for Teachers
Integrating VAPA standards into core curricula
Integrating Arts in Math
Drama/Theater for ELs
Reader’s Theatre
Marion Cilker Arts Really Teach
Montalvo Art Splash
Teacher Action Network
County Arts Network
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Partnerships
SCCOE Theatre Express
SFSU San Jose Repertory Theatre
YMCA San Francisco Symphony
Ballet San Jose Artists in Residence
San Jose Jazz Society
San Jose Children’s Museum of Art
Bay Area Children’s Art Project
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CCSESA – ccsesaarts.org
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CCSESA Resources
Arts Assessment
Arts Curriculum – K-6 and Middle School
Advocacy
Leadership
Arts in After-School Programs
Professional DevelopmentCcsesaarts.orgClick on “Toolbox”
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Review of Our Outcomes
Provide an overview of the changes in ELA/ELD standards with Common Core
How the changes impact EL students
The role of the 4 C’s for EL students & all
The value of the arts for EL’s and all
Model programs – Oak Grove & Alum Rock School Districts