Evidence-Based Planning to Improve English Learners' 
Language Proficiency and Academic Achievement
January 10  -11, 2014
Bangkok, Thailand

Response from participants of the workshop to the question below: 

What are the theory/skills acquired from the workshop that you can use immediately?

Balance between theory and strategies is always a good recipe for success

Vocabulary - moving from BICS to CALPS

Reviewing own program based on the 6 principles

Cooperative Learning is most effective

6 principles

The need for curriculum collaboration to ensure EAL students reach common outcomes

Scaffolding strategies

Strategies specific for writing eg RAFT

"Don'ts to Do's" editing strategy

Ranking synonyms for shades of meaning

Standards in my school needs to be fixed immediately


RAFT writing strategy to inspire reluctant writers

Simon says, science says

Text type conceptual continuums

Assessment for Learning

Scaffolds for assessment support

Instruments for planning units and assessments

Modifying vs scaffolding; Accommodation vs differentiation; Subtractive vs additional bilingualism 

Differentiation strategies

Use of REBUS for materials

Connector charts

Vocabulary strategies

Choice board

WIDA proficiency assessment

Imperative to promote/support mother tongue

The principles (and distinction) between differentiation and scaffolding


Refresher of key linguistic terms

Team - Pair - Solo- Pair - Team

Use backward planning

The workshop was delivered using strategies we should be using with our students 

Symbol choice board for Shakespeare unit