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 classroom
Agreed 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


The importance of vocab and vocab strategies

Co-teaching methods

Six key ELL priniciples

Collaboration models

PD for staff

Standards based



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