QTEL Summer Institute

#INFO233 PLN Post 4

The week of July 18th I was able to go to The Quality Teaching for English Learners Summer Institute in San Francisco with a team of educators from my school. I was connected to this professional development opportunity through Brent Enerva (@mrenerva). Brent was drawn to this institute as a science teacher working on effectively implementing Next Generation Science Standards with a high English learning population. However, he initially thought that the cost would be prohibitive (flight, hotel, registration would add up to about $4,000). Still, he asked our school site council, and not only was he approved, it was suggested that he bring a team of educators. To make a long story short, with the support of our school site council and our principal (@KimPattersonECV), Brent brought a team of five to this valuable (and expensive) learning opportunity.

20160719_151959One lesson from this experience is that it never hurts to ask when you see a valuable PD experience come along. I am very glad that I got to participate in the QTEL Summer Institute. I spent about 6 hours a day learning in my sessions, and then I spent time in the afternoons exploring San Francisco with colleagues while processing what we were learning.

Summary of Learning20160718_080808

The institute was held in the Golden Gate Club in the Presidio. I was able to hear from icons of English learner instruction such as Aida Walqui and Kenji Hakuta. Our session leader gave us instruction on QTEL’s 3 moments approach to designing lessons for English learners: Preparing the learner, Interacting with the text, and Extending student learning. As a Trainer of Trainers in SDAIE, I was familiar with these concepts, but participating in an immersive training like this Summer Institute helped me internalize how keeping QTEL’s 3 moments in mind will ensure effective implementation of ELD standards. I look forward to bringing what I learned to future meetings and trainings with staff members this school year.


Take Aways

The most significant connections I made during this training were:

1. If learning, especially language learning, is social, then we should facilitate the kinds of interactions among students that promote language exchange.

2. ZPD! Is it bad that after 10 years of being an educator that I’m still growing in my understanding of Vygotsky’s concept? Before, I thought of ZPD as a magical realm in a student’s ability where he/she could still access a slightly more difficult task, like a step on a staircase that’s not too easy and not too hard to take. Now I understand ZPD, I believe, more accurately. The Zone of Proximal Development is the space in which all learning occurs. It is the zone in which a learner has ventured out of what is known and taken a risk to build new knowledge. This knowledge building path is something that, in order to be authentic and substantive learning, the learner must take on his/her own. This is why it is soooo much more meaningful to have learners “discover” concepts rather than simply having the teacher tell him/her the concept. In order for the learning to “stick,” the learner has to be the one to build the learning in his/her own mind (through things like quality interactions with peers within learning activities). It’s the teacher’s job to notice when and how a student is venturing into the ZPD and supporting that journey as needed through instructional scaffolds.

20160719_2027273. Instructional scaffolds! How appropriate that right across the street from my hotel, there were scaffolds set up! I had to snap a picture. Just as with ZPD, I feel like my understanding of what scaffolds are have changed due to this training. Before, I thought that instructional scaffolds were those meticulously pre-planned supports that I, as an educator, would put into place as part of a lesson in order to help students reach a high level of understanding. Now I understand instructional scaffolds to be:

  • temporary (I already knew that)
  • given to students as needed (I kind of knew that, but now I understand why)
  • based on the risks students make venturing into the ZPD (wow!)

That last point is what felt new to me. So, in order for any real learning to occur, a student must venture into the ZPD, take a risk, to build new knowledge. That step, that risk taking, must be based on something the student wants to do/learn. If the thing the student wants to do/learn is too difficult, that’s when the teacher adds scaffolds. With my misunderstanding of scaffolds, I was creating scaffolds for a path of learning that I predetermined students would take. That’s not how people learn. Instead, I should be providing scaffolds to help students with a learning path that they want to take. Put it this way: if a worker needs to get work done on a 4th story window of an east-facing wall, I shouldn’t be constructing scaffolds to a window on the 6th story of a south-facing wall. The worker doesn’t want to get there, so the scaffold is useless. I can hear the opposition to this idea: “But I want my student to learn X, not Y!” I get it! But if we don’t get our students to want to learn X, no scaffolds in the world are going to cause them to truly learn it. And until we figure out ways to get students to want to learn X, why not experiment a little and learn some Y?

 

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