Slide 1

TESOL Conference Trip By Reba Orton

Slide 2

Rebas TESOL Conference Schedule 3/23/2010 9 am 4 pm Mathematics for ELLs: What Teachers Need to Know 3/24/2010 9 am 4 pm What does Explicit Strategy Instruction Look Like in the Classroom?

Slide 3

Rebas TESOL Conference Schedule 3/25/2010 10 am 10:45 am Ten Techniques for Teaching Culture in the Classroom 11 am 11:45 am Collectivism Meets Individualism: Techniques for a Linked Intercultural Communication Class 12:30 pm 12:45 pm Re-Imagining Accreditation with Web Tools (poster session) 12:45 pm - 1:00 pm Math Spoken Here: Teaching Math Language Using Manipulatives (poster session) 1 pm 3:45 pm Applying Linguistics to Support ELLs

Slide 4

Boston Conference Center

Slide 5

TESOL Conference March 2010

Slide 6

Math Instruction Mathematics for ELLs: What Teachers Need to Know Dr. Anita Bright from Fairfax, VA taught this fun workshop. She says Its perfectly feasible to use mathematics as the teaching context for simultaneously helping students learn mathematics AND learn English. (Email, May 7, 2010)

Slide 7

Explicit Strategy Instruction What does Explicit Strategy Instruction Look Like in the Classroom? This workshop boiled down to utilizing (American) common sense in the class. Tell your students whats going on. Use explicit labels for the activities and explain the rationale for doing the activities. Yes, please tell your students why you are using specific techniques to teach them a concept.

Slide 8

Explicit Strategy Instruction In Japan, students are clueless why teachers use a technique. For example, if they are doing an activity, tell them the name of the activity (i.e. mind map) and why we are doing the activity (i.e. to brainstorm). This is cultural difference between the Japanese classroom and the American classroom.

Slide 9

Cross Cultural Instruction Ten Techniques for Teaching Culture in the Classroom One technique that stood out was the exercise on cross cultural conflict situations. For example, one Japanese student went to meet his American instructor. When she criticized his behavior in class, he looked down. She told him to look directly at her face. What was the cross-cultural conflict?

Slide 10

Utilizing Technology in the Accreditation Process Re-Imagining Accreditation with Web Tools (poster session) This presenter said that she used Google Documents to get 8 institutes scattered across the USA accreditated at the same time. Changes made to the Google documents are labeled with who made the changes. It was better than coordinating emails and attachments.

Slide 11

Math Manipulatives Math Spoken Here: Teaching Math Language Using Manipulatives (poster session) The presenter had pictures on her board of basic shapes that are used in geometry. She is an ELL instructor and works with children. She may be a good person to consult with for designing math manipulatives for the ELI.

Slide 12

Application of Linguistics to the ELI Applying Linguistics to Support ELLs The main theme of this workshop was to emphasize the difference between a language disorder and a language difference. A language disorder is very severe. A language difference is often mislabeled as a language disorder by ESL instructors. For example, using the same word el in Spanish for el, la, le, lo, las, los, les is a language difference and usually cannot be corrected if the Spanish language learner is persistent in making these types of mistakes.