Objectives• Understand national focus on STEM
and impact on English Learners
• Discuss how to give English Learners opportunities to participate STEM activities & acquire English at the same time
• Build Background• Vocabulary Building• Activity• Assessment
• Consider additional STEM resources
National Focus on STEM
• National Educate to Innovate Campaign for STEM Education
• English learners are an untapped resource for developing a multi lingual STEM workforce that has the potential to keep the U.S. competitive in an increasingly competitive global economy.
• By the 2030s, language minority students are predicted to comprise 40% of the school-age population.
ELLs in Wisconsin
• 49,000 ELLs in Wisconsin• 5.6% of our PK-12 population (compared to 13.9% of SwD)
• Over 137 identified spoken languages• Spanish and Hmong top 2 languages
Grade 4 Math
% Minimum % Basic % Proficient % Advanced0
5
10
15
20
25
30
35
40
45
50
Grade 4 Limited English Proficient Mathemat-ics
Grade 4 English Proficient Mathematics
Grade 8 Math
% Minimum % Basic % Proficient % Advanced0
10
20
30
40
50
60
Grade 8 Limited English Proficient Math-ematics
Grade 8 English Proficient Mathematics
Grade 10 Math
% Minimum % Basic % Proficient % Advanced0
5
10
15
20
25
30
35
40
45
50
Grade 10 Limited English Proficient Math-ematics
Grade 10 English Proficient Mathematics
Grade 4 Science
% Minimum % Basic % Proficient % Advanced0
10
20
30
40
50
60
Grade 4 Limited English Proficient Science
Grade 4 English Proficient Science
Grade 8 Science
% Minimum % Basic % Proficient % Advanced0
5
10
15
20
25
30
35
40
45
50
Grade 8 Limited English Proficient Science
Grade 8 English Proficient Science
Grade 10 Science
% Minimum % Basic % Proficient % Advanced0
10
20
30
40
50
60
Grade 10 Limited English Proficient Science
Grade 10 English Proficient Science
Drop-out Rate Comparison
3.03 1.54ELL Non-ELL
2009-10 2009-10
0
0.5
1
1.5
2
2.5
3
3.5
09-10 % Drop-out Rate
% Drop-out Rate
2.59 1.41ELL Non-ELL
2010-11 2010-11
0
0.5
1
1.5
2
2.5
3
10-11 % Drop-out Rate
% Drop-out Rate
ELL Non-ELL2008-09 2008-09
0
0.5
1
1.5
2
2.5
3
3.5
08-09% Drop-out Rate
% Drop-out Rate
STEM & ELL
• English Learners have lower rates of enrollment in Algebra I
• English Learners tend to enroll in advanced placement math and science courses at lower rates than their non ELL peers.
• http://www.ncela.gwu.edu/files/uploads/17/Accellerate_3_4.pdf
• http://www.ncela.gwu.edu/meetings/stemforum/#resources
Guiding Questions
• How can all students be assured the opportunity to learn significant STEM content?
• How can we enhance the ability of teachers to provide high‐quality STEM education for all students?
Academic Language
• Reading/Writing
• Formal
• Technical• CELL example
• What is it like to be an English Learner?
Teaching English Learners
• English Proficiency Level
• Cultural Considerations
• Vocabulary
• EL Supports during STEM activity
• Performance-based Assessment
STEM Lesson• Structures activity: Canine House of Cards
• National Science Education StandardE.E.1 Abilities of technological design• a. Identify a simple problem• b. Propose a solution• c. Implementing proposed solutions• d. Evaluate a product or design• e. Communicate a problem, design, & solution
Building Background
• Cultural considerations while accessing knowledge of students
• Housing around the world
• Which house best represents your home?• Why?
Vocabulary• Teach essential vocabulary
• Utilize multiple learning activities
• Direct instruction of essential vocabulary
STEM Activity with EL Supports
• Complete the House of Cards STEM Activity
• WIDA Graphic Support Handout
• WIDA Can Do Descriptors
• Group/Partner Work
Performance-based Assessment
• Assessment• match English proficiency level
• Level 1: Match vocab. with pictures
• Level 3: Sentence frames with word bank
• Level 5: Graphic organizer
STEM and English Learners
• Review activity and EL supports
• Write down on an index card one support. Pass to each person at the table, they add another support.
• Get your index card back and keep as a reminder of supports you can use.