Syllabus

Diversity and English Language Development for OST Educators Grade K-12 (10 professional development hours)

This content is available for individual self-paced learning or can be used to facilitate the training of groups of K-8 teachers (in person or online) in Massachusetts.

If this course is being taken to document Professional Development hours, use the checklist on the left to document course completion.

If you are interested in CEU credit, please contact:

1. Your regional EPS provider (Educator and Provider Support Partnership) http://www.mass.gov/edu/birth-grade-12/early-education-and-care/workforce-and-professional-development/regional-educator-and-provider-support-partnership/ or
2. BOSTnet http://www.bostnet.org/

UMass Boston is developing the content into one-college credit, which will be available as one-credit course: ECDH 461 Planning for Diversity and English Language Development in Out-of-School Time Classrooms.  Check the website at www.umb.edu

Course Description

This course provides knowledge and skills in supporting English Language Development and Inclusive Learning throughout Out-of-School (OST) environments. Educators learn learn to welcome, support, and enhance language and literacy skill development for all children and youth and respond appropriately to the individualized ELD needs of non-native speakers of English. These online modules are interactive and engaging, providing experiential learning opportunities as well as reflection.

(If you are a supervisor or administrator in an Out of school time program, consider taking the course: Embracing Diversity and English Language Development in Your Program.)

Learning Outcomes:

1. Define “ELD” and explain background, key concepts, and common misconceptions
2. Distinguish between different learning styles and learning needs and create learning activities that engage a variety of learners
3. Apply an understanding of UDL, universal design for learning, to support best practices for inclusion
4. Apply WIDA and MA Curriculum Frameworks to lesson planning
5. Apply Thematic Curriculum and Project-Based Learning best practices to lesson planning
6. Plan a Literacy curriculum that brings together the above learnings and best practices

Sessions:

1. Exploring: This session will cover different types of Diversity and Learning Styles through two interactive video presentations, English Language Development (ELD) child scenarios, and an option reflection/discussion.
2. Going Deeper: This session provides two interactive video presentations about quality standards of ELD and World-Class Instructional Design Assessment (WIDA).  There is also a reflection section on standards and an assignment to create a sample activity that aligns to Universal Design for Learning (UDL) for diverse learners.
3. Pulling it All Together: This session includes an interactive video presentation about building curriculum that aligns to quality standards for diverse learners through Thematic Curriculum (TC) and Project Based Learning (PBL).  Sample plans are provided along with blank lesson planning forms to create a theme and aligned project for a teaching lab and discussion.

Those taking this course for credit or Professional Development hours should document work completed in all three sessions.  Use the checklist provided in the menu to the left.

Additional Resources

• Massachusetts EEC. (2012). After School and Out of School Time QRIS Standards. Retrieved from: http://www.mass.gov/edu/docs/eec/2012/20121116-qris-after-school-standards.pdf
• Massachusetts ESE..  (2011). Massachusetts Curriculum Frameworks for English Language Arts and Literacy. Retrieved from:http://www.doe.mass.edu/frameworks/ela/0311.pdf
• PTA. (2013). Parents’ Guide to Student Success. Retrieved fromhttps://www.pta.org/files/Common%20Core%20State%20Standards%20Resources/2013%20Guide%20Bundle_082213.pdf
• WIDA (2014). English Language Development Standards. Retrieved fromhttp://www.wida.us/standards/eld.aspx

This course is developed by Elise Scott and Susan Vinovrski from BOSTnet. Funding was provided by the Department of Early Education and Care, Race to the Top Early Learning Challenge Grant.