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[MUSIC]

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Hello, my name is Ron Roheck.

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I'm an educational consultant that[br]specializes in the field of sheltered

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instruction.

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That is, I provide tactics and strategies[br]for teachers to use when ELL students

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are present in their content areas,[br]like math and science and social studies.

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These strategies are based on[br]English learner best practices.

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These best practices are based[br]on research, such as

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the Sheltered Instruction Observation[br]Protocol, or SIOP, a professional

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development model, developed by[br]the Center for Applied Linguistics,

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as well as years of classroom testing[br]in schools across the country.

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From this research and class testing,[br]my colleagues at Course Crafters and

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I have created a list of best[br]practices that reflect their research.

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Number 1, make your language and[br]content comprehensible.

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Cuz my question is whether or

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not the liquids are gonna be the same or[br]different.

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You see these two balls, golf balls, okay?

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These guys look the same, don't they?

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>> Yes.

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>> Right, these two guys look the same?

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>> Yeah.

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But these two guys look different,[br]all right?

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Same, different, okay?

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So now my question.

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Do you think these liquids are the same?

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>> No.[br]>> Or are the liquids are different?

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>> The same.

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>> So you think they're the same?

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Number 2, provide hands-on activities.

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For me, this is the engine[br]that drives the classroom.

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Our third idea is to include[br]interactive instruction.

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>> Interactive lesson planning[br]promotes active participation and

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promotes multiple pathways for discussion.

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Teacher to student, student to teacher,[br]student to student.

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Whiteboards and cooperative structures,

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like Numbered Heads Together and[br]Think-Pair-Share, maximize student output.

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Number 4 is to make sure that you include[br]a language objective with every lesson.

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Language objectives for

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content specialists don't[br]necessarily have to be profound.

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But we do have to pay attention to[br]language development every day.

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Number 5, use scaffolding strategies to[br]meet the needs of all EL students in your

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classroom.

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And tell me something about the bear,[br]Vanessa,

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a word that would tell me[br]something about the bear.

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He is?

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>> Brown.

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>> Brown, and he is?

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Number 6, encourage collaborative or[br]cooperative learning.

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Students put their heads together[br]to solve complex problems.

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Number 7, try to draw from[br]student experiences and culture.

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Look for[br]resources that reflect student background.

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They need to see themselves[br]in the material.

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Number 8, develop students'[br]higher order thinking skills.

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Graphic organizers and sophisticated[br]questions help students to think deeper.

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Our ninth idea to try to activate and[br]evaluate students' background knowledge.

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Use this kind of tool to determine what[br]students know prior to an activity.

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Revisit it to see what they've learned.

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And finally,

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our tenth idea is to try to build in some[br]ongoing performance based assessment.

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Compiling performance based assessments[br]can be a remarkable set of tools for

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measuring students' performance.

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Make sure the rubrics that you[br]use in design are clear and fair.

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Of course, these aren't the only things to[br]consider as you're planning your lessons,

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but keep these ten in mind and your[br]student performance is bound to go up.

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Good luck.

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