Transcript Research-based strategies for teaching LEP students with disabilities in standards- based

Research-based strategies
for teaching LEP students
with disabilities in
standards- based
instruction
Kristin Kline Liu
National Center on Educational
Outcomes (NCEO)
http://education.umn.edu/NCEO/
OUR RESEARCH QUESTION
What instructional strategies do
teachers recommend for delivering
grade-level, standards-based
instruction to ESL students with
disabilities?
Multi-Attribute Consensus Building
(MACB) Model
Weighting Scale
0-20
Very Unimportant
21-40
Unimportant
41- 60
Neither unimportant nor
important
61-80
Important
81-100
Very important
Staying Warm in Minnesota
Weighting
85
100
100
Strategy
Wear a hat
Dress in layers
Wear good boots
Gersten,R., Baker, S., & Marks, S.
(1998). Teaching English-Language
Learners with Learning Difficulties:
Guiding Principles and Examples
from Research-Based Practice. ERIC
Clearinghouse on Disabilities and
Gifted Education, Reston, VA.
Our definition of a strategy
"A purposeful activity to engage
learners in acquiring new behaviors or
knowledge. To be useful for our
purposes, an instructional strategy
should have clearly defined steps or a
clear description of what the teacher
does”.
Research Subjects
Draft instrument: 5 schools, 30
educators
Frozen instrument: app. 8 schools,
42 educators
Total: 72 educators, 13+ schools
Top recommendations
Reading
1.
Teaching pre-, during- and post-reading strategies
2.
Fluency building (high frequency words)
3.
Direct teaching of vocabulary through listening, seeing,
reading and writing in short time segments
Math
1.
Tactile, concrete activities
2.
Problem solving instruction and task analysis strategies
3.
Daily re-looping of previously learned material
Science
1.
Hands-on, active participation
2.
Use visuals
3.
Use pictures to demonstrate steps
Types of teachers
ALL
#
%
FROZEN ONLY
#
%
ESL/Bilingual
24
33.4%
17
40.5 %
Special
Education
18
25.0%
10
23.8 %
Other
30
41.6%
15
35.7 %
Total
72
100%
42
100 %
Teachers’ Experience
2.40%
19.00%
Less than a year
1-5 years
5-10 years
More than 10 years
50.00%
28.60%
Average Weighting
Overall weighting of content areas
100
90
80
70
60
50
40
30
20
10
0
Reading
Math
Science
All
ESL/Bil
Ed
Spec. Ed
Types of teachers
Other
Specific Strategies
Reading—All participants
1. Teaching pre-, during-, and postreading strategies
2. Fluency building (high frequency
words)
3. Directly teach vocabulary through
listening, seeing, reading and writing
in short time segments
Specific Strategies
Reading– Special Educators
1. Teaching pre-, during- and postreading strategies
2. Fluency building (high frequency
words)
3. Chunking and questioning aloud
(reading mastery)
100
90
Average weighting
80
70
vocab
strategies
fluency
chunking
60
50
40
30
20
10
0
All
ESL/Bil
Spec. Ed
Type of teacher
Reading
Other
Specific strategies
Math – All participants
1. Tactile, concrete experiences of
math
2. Daily re-looping of previously
learned material
3. Problem solving instruction and task
analysis strategies
Specific Strategies
Math – Special Educators
1. Tactile, concrete experiences of
math
2. Problem solving instruction and task
analysis strategies
3. Daily re-looping of previously
learned material
100
90
Average weighting
80
70
60
Tactile
Relooping
Problem
50
40
30
20
10
0
All
ESL/Bil
Spec. Ed
Type of teacher
Math
Other
Specific strategies
Science—All participants
1. Hands-on, active participation
2. Using visuals
3. Using pre-reading strategies in
content areas
Specific strategies
Science– Special educators
1. Hands-on, active participation
2. Using visuals
3. Use pictures to demonstrate steps
100
90
Type of teacher
80
70
Active
Visuals
Steps
Pre read
60
50
40
30
20
10
0
All
ESL/Bil
Spec. Ed
Average Weighting
Science
Other
Some well known strategies
mentioned but not rated in top 3
Reading – All
Think Aloud (82.8)
KWL (79.5)
Cooperative Learning
(71.7)
Curriculum-Based
Probe (65.7)
Math – All
Curriculum-based
probe (71.6)
Reciprocal peer
tutoring (74.6)
Teacher think aloud
(87.4)
Model-lead-test (MLT)
(80.1)
Student think aloud
(86.6)
Some well known strategies
mentioned but not rated in top 3
Science - All
Cooperative learning (86.4)
KWL chart (83.8)
Peer tutoring (80.34)
Venn diagrams (80.2)
Curriculum Based Probe (63.5)
Average Weighting
Familiar strategies in reading by
type of teacher
100
90
80
70
60
50
40
30
20
10
0
CBP/CBM
Coop. Lrng
KWL
Think Aloud
All
ESL/Bil Spec. Ed
Type of teacher
Other
Average weighting
Familiar strategies in math by type
of teacher
100
90
80
70
60
50
40
30
20
10
0
CBP/CBM
RPT
T think aloud
MLT
S think aloud
All
ESL/Bil. Spec. Ed
Type of teacher
Other
Average weighting
Familiar strategies in science by
type of teacher
110
100
90
80
70
60
50
40
30
20
10
0
CBP/CBM
Peer tutor
Coop lrng
KWL
Venn
All
ESL/Bil
Ed
Spec. Ed
Type of teacher
Other
Observations
High stress year for schools
Relationships between special education and
ESL/Bilingual departments affected participation
Timing affected special educator participation
Teachers had a hard time thinking about a child
who was both an ELL and had a disability unless
they had taught one who had an identified
disability.
Setting in which educators teach appears to affect
their responses (e.g., self contained class vs. pull
out)
Conclusions
Not all teachers have the same understanding of
what a strategy is. Could be topic for staff
development.
As a group, teachers tended to be neutral or
positive about all strategies. Individually, they
were often negative about some.
Use of the native language did not frequently
come up – teachers may not see it as a strategy
Conclusions
Not a lot of variation in the top three strategies
chosen in a content area across types of
teachers.
Teachers tended to weight what they used highly
Curriculum-Based probes or Curriculum Based
Measurement seemed to have the widest
variability in weighting