Our Workshops

Participate in interactive workshops, designed to address teaching and learning

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Improve academic proficiency in both language and content
Communicate effectively with parents; develop skills that improve cross-cultural communication and understanding.
Improve classroom management: understand tacit student behavior and work to develop a productive learning environment.
Evaluate transcripts.
Make grade-appropriate placements.
Develop culturally-responsive curricula.
Improve student interaction; help students become active participants rather than passive learners.

Improved self-confidence and knowledge help students to continuously progress towards academic proficiency in both language and content. Recognizing what is different for English Language Learners provides a springboard for effective approaches and strategies for meeting these challenges. This interactive workshop will focus on the barriers that ELLS face and the strategies that help them to successfully become part of the mainstream classroom. The interactive workshop will focus on what is different about Instruction and Assessment for English Language Learners. (Day 1 of a 2 day workshop)

Recommended for K-12 teachers of Second Language Learners

This workshop is usually presented as a follow-up to Getting Started With Ells. English Language Learners develop informal language skills that enable them to socially communicate in English. However, these same students are unfamiliar with academic vocabulary and have not mastered the structures of language they need not only to understand but to be understood. Meaningful learning activities provide opportunities for all students to be successful. Participants will enjoy the hands on activities using a variety of methods that enhance student learning. (Day 2 of a 2 day workshop)

Recommended for K-12 teachers of Second Language Learners

Stumbling through the unwritten “rules of school” on an as-needed and trial-and-error basis can delay our ELLs’ cultural adjustment process, second language acquisition, and overall academic development. In this session presenters and participants will examine ways to introduce students to the “hidden curriculum” of U.S. school culture.

School culture varies significantly from country to country; yet, many of the differences are tacit rather than explicit. As a result, ELLs all too often gain access to the unwritten rules of their adoptive school culture by unwittingly making painful or embarrassing mistakes. Not only do such experiences delay the learner’s cultural adjustment process but it can negatively affect second language acquisition and overall academic growth.

The interactive workshop will focus on strategies that make this common and expected rite of passage less awkward and the “rules of school” more transparent, thus providing ELLs with a more expedient path to academic success and the dignity that they need and deserve.

Recommended for teachers and paraprofessionals

The focus of this training is a one-day workshop/presentation and modeling of research-based strategies for providing comprehensible instruction to English Language Learners. The interactive workshop will address how learning to read differs for native English language speakers and English language learners.

Participants will be able to do the following:

Describe what readers do when they read
Identify the major principles of second language acquisition and describe how they affect learning to read in English.
Give some reasons why learning to read is difficult.
Identify five components of successful reading programs
Identify and describe how teachers use four cueing systems as they read.
Recommended for K-12 Language Arts Teachers

This interactive workshop will focus on the impact of the Common core Standards on ELLs, level of language proficiency as the align with higher order thinking skills and how differentiated instruction differs from individualized instruction, participants will investigate their own learning and teaching styles and learn strategies to align student learning styles with their teaching styles. The works and findings of Carol Ann Thomlinson which explains how teaching needs to address the differences that occur within students’ learning profiles, Gregorc Learning Styles of teaching and learning and Howard Gardner’s Multiple Intelligences are incorporated into the workshop. During this interactive workshop, Participants will

1. Explore one’s own learning and “teaching” style and compare it to the different ways in which students learn and think.

2 Explore strategies to address different student styles in three specific curricular areas: Content, Process, and Products

3. Explore ways in which instruction that emphasizes student decision-making and  research is more natural and effective than one in which students are served a “one-size-fits-all” curriculum.

4. Identify appropriate strategies that will move students to higher achievement levels.

5. Differentiate the same lesson for success at each level of language proficiency.

Recommended for all K-12 teachers

Student achievement is more dependent upon how a student thinks about his or her thinking as we provide instruction that builds cognitive skills. How many of us have taken a test and couldn’t remember anything; yet, as we got up to exit the classroom the information flooded our brain “just in the nick of too late”? This interactive workshop will focus on five components outlined in the BrainSMART Model developed by Conyers and Wilson in 2000.

Participants will:

1. Explore key features of the brain and factors that link brain sense to common sense

2. Learn how to make learning meaningful ,

3. Learn how help students develop memory and focus strategies
4. Create a toolbox of strategies to help students transfer classroom learning to achieve success on tests and in real life, and
5. Learn the diet that supports brain health!
Recommended for all Teachers

Goals

Understand the role of vocabulary development in learning to read and the characteristics of effective instructional strategies to teach vocabulary

Objectives

Define and describe the roles of sight vocabulary, cognates, and idioms in teaching reading to English language Learners

Identify characteristics of effective instructional techniques to teach vocabulary to ELLs

Select effective vocabulary learning techniques to use in the classroom

Workshop Overview:

Concepts of Oral and Written words

Affixes and Suffixes

The Role of sight word vocabulary

Selecting vocabulary words to teach ELLs (Tier I, tier II and tier III)

Activities for Vocabulary Development/accordion_item]

Goals

Understanding the Role that Reading fluency plays in Reading Comprehension

Objectives:

√ Define fluency and identify effective techniques to develop reading fluency for native English speakers and English language Learners

√ Describe ways to help native English speakers and English Language Learners build on their knowledge of how English works so they can become fluent readers

Workshop Overview:

What is your Word Count Per minute?

Automaticity and Fluency

How to Develop Fluent Reading

Assessing students’ Oral Reading Fluency

Goals

Understanding how English works, how content is represented in print, and how to select and employ appropriate reading strategies and study skills to meet specific purposes.

Objectives

√ Describe ways to help English language learners to build on their knowledge of how English works so they can read texts effectively and efficiently

√ Describe reading behaviors used by proficient and native English speakers and English language learners

√ Select effective strategies to teach content area reading and study skills to ELLs

Workshop Overview

Characteristics of Academic language

Building on and Expanding Students’ knowledge of how English works

Reading to learn

Content-area Reading & Ways to Adapt text

Helping students to develop reading strategies

The focus of this training is to provide practical strategies for building on common classroom techniques and activities that increase teacher effectiveness in meeting the cultural and linguistic needs of secondary school English Language Learners. The workshop will…

1. Explore language development and content-specific issues as they relate to cultural understanding,

2.Address the challenge of teaching in multicultural classrooms,

3. Define language learning as an academic skill in learning content,

4 Introduce strategies for using content as a vehicle to teach language in an integrated approach.

5. Provide suggestions for:

√ modifying assignments

√ adapting personal teaching techniques

√ adapting classroom-based assessments

The focus of this training is to provide a framework for developing cultural competence in the classroom in order to avoid miscommunication and ineffective productivity by bridging the culture gap in our ever-changing environment. Interactive sessions have been designed to address:

Viewing culture through different lenses
Communicating effectively with diverse populations
Improving parent/ student/ teacher interactions by becoming aware of objective data on selected countries
Understanding cultural behaviors gleaned from research-based information such as
√ family and name structures

√ cultural caveats

√ cultural patterns

√ student grouping strategies

√ acculturation vs. assimilation

Recommended for Teachers K-12: full day and Administrators: Half or full day sessions

The focus of this training is to provide a framework for developing cultural proficiency in order to avoid miscommunication and ineffective productivity by bridging the culture gap in our ever-changing environment. An interactive presentation has been designed for K-12 guidance counselors.

WORKSHOP GOALS:

• Reflect on cultural identities: how they are formed and how they affect teaching and learning

• Discuss cultural issues facing foreign students and their parents

• Identify elements that contribute to cultural change and those that make change almost impossible

• Provide tools to Improve parent/ student/counselor interactions by becoming aware of objective

data on selected countries represented in Cultural Portraits

• Evaluate actual transcripts and school records of foreign students in order to make grade

appropriate placements and award credit hours to high school students

• Understand research-based information about cultural behaviors such as: family, name structures ,

cultural caveats, cultural patterns, body language, numbers, dates, and gender gap.

Recommended for resource teachers and guidance counselors.

The goal of this workshop is to prepare professionals for an expanded role as members of the instructional team. The workshop will prepare paraprofessionals to use a limited number of flexible strategies that teachers are generally familiar with, and to structure simple paraprofessional-teacher collaboration to use these strategies in the classroom around the teacher’s regular curriculum.

This Professional Development Program has three objectives:

1. Support content instruction for English Language Learners

2. Facilitate academic language learning for English language Learners

3. Work collaboratively with teachers and others in an instructional role

The rationale for a Texas project in closing the achievement gap between English Language speakers and English Language Learners is simple:”improved understanding of how to teach ELL students will result in improved student achievement.” The focus of this interactive workshop is to set the optimum conditions for teaching and learning through the participatory demonstration of a “hands- on” lesson from preparation to assessment:

EL ORIGEN DEL PLATO TRADICIONAL DE ESPANA

The Cognitive Learning Model comes alive as participants become engaged in a learning process that is fun with significant ROI! Attention is given to listening, speaking, reading and writing skills as the lesson incorporates essential second language strategies including personalizing vocabulary, cognates, language and content standards, lesson delivery, student interaction and assessment.

All teachers

This interactive workshop focuses on the nature of language as it applies to first and second language acquisition. Language levels are addressed as well as BiCS and CALP. Teachers are guided as we build an integrated instructional unit.

Elementary ESOL and Dual Language teachers

Overview

1. Instructional Models

2. Benefits of dual language programs

3. Key features of effective dual language programs

4. Criteria for success

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