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:
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 Jigsaw 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 20/60/20 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 |