Evidence Based Planning to Improve English Learners' Language Proficiency and Academic Achievement November 13 - 14, 2014 Chiangmai, Thailand
Workshop Feedback Summarised from quantitative data on the Workshop Feedback Sheet
The workshop provided me with helpful ideas
Agreed 100%
Disagreed 0%
The workshop provided me with skills/knowledge that I can use in my classroomAgreed 100%
Disagreed 0%
The workshop met the outlined objectives
Agreed 100%
Disagreed 0%
I would recommend this workshop to other teachers
Agreed 100%
Disagreed 0%
The handouts were valuable
Agreed 100%
Disagreed 0%
Registering for the workshop was easy
Agreed 100%
Disagreed 0%
Online communication prior to the workshop was good
Agreed 98%
Disagreed 2%
A summary of responses to the following query on the workshop evaluation form: |
“Theory/Skills acquired from the workshop that you can use immediately”:
➤ | New Differentiation Strategies to use with my students | ➤ | Lesson Delivery | ➤ | Sentence starters - scaffolding ideas | ➤ | Academic vocabulary stages for teacher workshops | ➤ | Academic writing frame | ➤ | RAFT/ELL tools | ➤ | Strategies for co-teaching | ➤ | Look more closely at the types of text types for writing language targets | ➤ | Jigsawing | ➤ | The importance of vocab and vocab strategies | ➤ | Co-teaching methods | ➤ | Six key ELL priniciples | ➤ | Collaboration models | ➤ | PD for staff | ➤ | Standards based | ➤ | Translanguaging | ➤ | Anchoring | ➤ | Use of Academic language and its importance | ➤ | Components of academic language myths | ➤ | Simon says; Connectors; Second Tier Words | ➤ | ELL mindset growth | ➤ | Vocabulary tiers | ➤ | Bilingualism definitions | ➤ | Mother tongue use | ➤ | Sentence starters | ➤ | Co-planning scaffolding | ➤ | Better understanding of ELL phases | ➤ | How to unpack standards together with the content |
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