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Project GLAD® - Teacher Professional Development for Buildin

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Diana PINKSTON-STEWART

on 31 July 2015

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Transcript of Project GLAD® - Teacher Professional Development for Buildin

What is Project GLAD®?
History of Project GLAD®
Fountain Valley School District, CA
Marcia Brechtel and Linnea Haley (creators)
• Copyrighted and adminstered by the Orange County Dept. of Ed.
http://www.ocde.us/projectglad
• Declared exemplary by California State Department of Education (1991)
Designated Academic Excellence Project by the Office of Bilingual Education and Minority Language Affairs (1991)
Created, field tested, taught and marketed by teachers
Education Northwest: http://projectgladstudy.educationnorthwest.org
2011-2013 Experimental Study: Idaho, 5th Grade


Research behind Project GLAD
6 Instructional Component Areas of
Project GLAD®
Focus and
Motivation
Demonstration - Reptiles Unit, 1st grade
Pictorial Input:
Panther Chameleon
Authentic Assessment
Students
- Allows students to interact and own both the content knowledge, skills and language needed to show what they know and can do in first formative then summative assessments!
Primary Language and Culture:
Lily Wong-Fillmore:
Additive vs. Subtractive Bilingualism
Jim Cummins:
Strategies to Support culturally competent instruction
Alma Flor Ada:
Home-School Interaction
Virginia Collier and Wayne Thomas: the
Power of Dual Language Education
Language Acquisition
Lev Vgotsky - language develops from social interaction
Paulo Freire - Participatory -Interactive/experiential/critical approaches
Jim Cummins - Common Underlying Proficiency
Spencer Kagan - Cooperative Learning - active engagement
Brain Research
Art Costa: Metacognition
Susan Kovalik: Patterning and Connected Learning
Pat Wolfe: Triune Brain; Thinking Maps
Howard Gardner: Multiple Intelligences
Gabriele Rico: Right/Left Brain

Project GLAD® is
NOT
a program or curriculum.
Project GLAD® is...
... a rigorous professional development model.
... a collection of research-based, effective instructional strategies.
... an
integrated
approach that supports
academic language acquisition
and
proficiency in grade level content standards
in a classroom
culture of inclusivity and accountability
.


Provides access to content knowledge while
developing social
and
academic language

Project GLAD® Big Ideas
8 Components of Sheltering (
DLeNM
)
1. Focus on Language
2. Plan for Peer Interaction
3. Support Meaning with Realia
4. Activate Prior Knowledge/Create Shared Knowledge
5. Make Text Accessible
6. Develop Student Learning Strategies
7. Bridge the two languages
8. Affirm Identity


Ensures student success
and is released when the
student is ready!
Input
Guided Oral
Practice
Reading and
Writing
Extensions
Closure and
Evaluation
Learning Logs
ELD Review with
Differentiated Questioning
Expert Groups
Process Grid
Cooperative Strip
Paragraph
Team Tasks
Individual Tasks
Scaffolding
Sheltered Instruction
Positive Classroom Culture
Whole Group Team Work Individual Work
Personal Behaviors - 3 Standards
Group Behavior -
T-Graph for Social Skills
PROJECT GLAD®
Guided Language Aquisition Design
Dual Language Education of New Mexico
dlenm.org
Diana Pinkston-Stewart
Lisa Meyer
Teachers
- Provides the support for teacher effectiveness in all 4 areas of the Danielson framework.
Administrators
- Offers a framework for teacher evaluation and school improvement.
Full transcript