by Valentina Gonzalez

Remote or distance learning can be described as learning environments where teachers and students are physically separated. Many educators in the United States and in the world no longer have to imagine what remote or distance learning is like, because they are living it. This situation is challenging, to say the least. 

Remote teaching and learning won’t look the same everywhere. It varies among states, districts, and classrooms. If this is your first experience with remote teaching and your students’ first experiences with remote learning, you probably have some hurdles to face and bumps in the road to overcome.  Continue reading “Holding ALL Students Accountable to the Learning When You’re Teaching and Learning Remotely” →

Simple Steps to Start Your Conversations About Struggling ELs.

by Katharine Muller

English learners face many challenges in school: developing language, acquiring grade level content, and in some cases, adjusting to different social and cultural norms. But what happens when we suspect something more? How do we know it’s time to request a disability evaluation? Continue reading “Difference or Disorder?” →

by Valentina Gonzalez

Picture your classroom full of students. Are they a homogeneous group? Are they all alike? Do they learn the same way? Do they come with the same educational background? Do they bring the same life experiences? I’m going to guess your answer to those questions was no. In general, our classrooms are filled with students with varied backgrounds and experiences, and in turn, the way they perceive and learn may differ as well.  Continue reading “Sketchnoting with Students: The Why and How” →

by Marcy Voss

I recently gave a workshop for teachers of English learners and had an interesting conversation with one of the participants. This teacher had immigrated with her family to the United States when she was in middle school. Though she’d had Algebra in her home country, her new school placed her in a remedial math class. She weathered through the boring work, but her high school-aged brother eventually dropped out because he became frustrated when the instruction he received was not matched to his advanced learning needs.  Continue reading “Raising the Bar for our English Learners” →

by Katie Toppel

When I asked my fourth and fifth grade students to reflect on what they enjoyed the most from our ELD lessons this school year, the overwhelming answer was games! I was really pleased with this response because, even though my students were mostly focused on the fun factor, the games they’d played were also designed to provide them with opportunities for interaction, language and vocabulary practice, content concept review, and autonomy. Games are a great addition to lessons because they are highly engaging, and students may not even realize the extent of the academic benefit they are receiving. Additionally, Hammond (2015) champions “gameifying” lessons as one way to make them more culturally responsive because, in addition to getting the brain’s attention and requiring active processing, games also incorporate cultural tools found in oral traditions with elements like repetition, solving puzzles, and making connections between unrelated ideas. Continue reading “Games for Growing Language” →

by Natalia Heckman

Author’s note: I am relatively new to Seidlitz Education, but I am not new to teaching English learners. In fact, I myself am an English learner. The concepts and tools I will share in this blog post are research-based and classroom-tested. I have either used these techniques during the last ten years of teaching or observed them during my instructional rounds as a coach, tapping into my personal experience to reflect on what worked for me as a student.

The dynamics of your room will be as unique as your students, but there are some simple steps you can take to facilitate your English learners’ success. So, how do you set up and run your classroom with English learners in mind?  Continue reading “Running Your Classroom with English Learners in Mind” →

by Valentina Gonzalez

“Learners who know the language can concentrate on the academic content. But learners who do not know the language, or do not know it well enough, must devote part of their attention to learning and understanding the very language in which the content is taught” (Goldenberg & Coleman, 2010). Continue reading “Teaching Techniques to Scaffold Reading for English Learners” →

by Carol Salva

Is it really a good idea to spend time having students write in content-area classes? 

The answer is YES!  

Here are some reasons and a few ideas on how to make writing time practical. Continue reading “ELs Writing in Content-Area Classes” →