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Transcript of GLAD
Motivational Strategies 35 Specific Strategies The core of the Project GLAD model consists of 35 instructional strategies within four component areas. All strategies include built-in opportunities for differentiated instruction so teachers can meet the needs of all students.
This differentiation is especially important for ELLs, given that one classroom may often include students at different stages of their language development. Program originated in California in the 1980s as a way to ensure every student had the opportunity to be successful in the classroom.
GLAD was originally known as the Guided Language Experience Process, and has since adapted and expanded to meet the growing population of ELL’s in our school today.
GLAD teachers acknowledge that just because a student is a beginning language learner doesn’t mean they should be categorized as a beginning level thinker.
In 1991, Project GLAD was declared a Project of Academic Excellence by the US Department of Education, OBEMLA.
At a national level, the growth in scores of English Language Learners also far exceeded the norm. G.L.A.D. •Motivation: promoting student engagement and activating or building background knowledge
•Input: providing comprehensible input through the use of visuals and patterns
•Guided Oral Practice: scaffolding responses to build student familiarity with vocabulary and syntax
•Reading & Writing: supporting students to read academic text, take notes, write and revise narrative, poetic and expository writing 1) Teach to the highest
2) Brain research- metacognition
3) Brain research and 2nd language acquisition
4) Reading & Writing to, with and by students
5) Active participation in all components of the unit
6) A theme, year planning, & strategies
7) Ongoing assessment & evaluation * Cognitive Content Dictionaries/Picture Dictionaries
* Exploration Reports
* Observation Charts
* Teacher-made “Big Books”
* Inquiry Charts
* Super Scientists/Historian Awards By:
Ilona Podrez Goals:
Students read and write grade level texts.
Students access academic content. Guided Language Acquisition Design Program provides educators with effective, instructional models that aim to promote scholastic success
These models provide differentiated strategies which integrate instruction and structure in English and appropriate grade-level content into a mainstream classroom.
A K-12 instructional model consisting of 35 well-articulated strategies.
Designed for teachers who have a significant number of English language learner students (ELL’s) in their classrooms. By training teachers to use instructional strategies that can be integrated with any curriculum in different subject areas. Most commonly, these areas are in science and social studies. How will this be accomplished? Important Aspects *An important part of GLAD is the way information is presented. Each model is executed in such a manner that every child is given an appropriate time to process the information/knowledge in a way that works for them.
*Much of the information and knowledge presented in class is done through various charts that stay on the walls for children to refer back to.
*Teachers strive to implement focus and motivational strategies to assist students in cognitive development. Based on research on effective practices
Can use with any curriculum and content area Questions/Concerns: * Is it really benefiting the entire classroom?
* Do ELL students test scores raise more than non ELL students?
* Could teachers use GLAD if you had no ELL students?
* Should you allow students to use their native language on various assignments even though you are not bilingual?
* How do we make sure we are asking individuals the right questions for them? Benefits to Children A CLASSROOM WHERE...
* All personal, linguistic and cultural experiences are valued
* Open discussions, reading, and writing about human needs,
commonalities, and differences are encouraged and valued
* Students develop and interact with a language functional environment and negotiate for meaning with other students and teachers
* Teacher expectations are high and the excitement of learning is evident
Cont... TEACHERS WHO ARE...
* Excited and involved in their own learning Confident and competent in dealing with instructional change
* Committed to creating an environment responsive to diversity of all kinds
*Successful at creating an inclusive learning environment where literacy, problem solving and cross cultural respect are evident
* Committed to an action based, student
centered curriculum process
* Committed to standards based
instruction Cont... Students are...
* Excited and involved in their own learning
* Confident and competent in dealing with
academics and life skills
* Committed to working responsively with diverse students
*Successful and confident Local schools using program -Battle Ground School District
-Hillsboro School District
-Evergreen School District-some teachers
-Centennial School District
-Hillsboro School District
-Forest Grove District
-Springwater Environmental School
-North Clackamas School District
Fox, S. (n.d.). SDCOE: English Learner Services. San Diego County Office of Education:
SDCOE. Retrieved March 12, 2013, from http://www.sdcoe.net/lret2/els/?loc=glad
McCoy, S., Chavez, N., & Afzal, N. (n.d.). Project GLAD. Project GLAD.
Retrieved March 11, 2013, from http://www.projectglad.com/
Project GLAD Study Overview | Project GLAD Study. (n.d.). Project GLAD Study
Overview | Project GLAD Study. Retrieved March 12, 2013, from http://projectgladstudy.educationnorthwest