EAL, Learning Support & Classroom Technology
The purpose of the EAL, Learning Support & Classroom Technology program (K-12) is:
To support the learning needs of all students to maximize progress and improve learning, including those with learning differences, special education needs, gifted and talented.
To provide standards-based differentiated instructional strategies for students with varying learning needs.
To assist teachers in adjusting the curriculum and classroom environment to support learners.
To make appropriate referrals for learners with special education needs.
No fee for MAIS Member Schools · $50 Non-Member schools
Certificates for PD hours for participants
Developing academic language across the curriculum: Practices that support literacy and language learning
6-8 classrooms Saturday, March 27 | 18:00-19:15 CET/GMT+1
9-12 classrooms Saturday, March 27 | 19:30-20:45 CET/GMT+1
K-2 classrooms Sunday, March 28 | 18:00-19:15 CEST/GMT+2
3-5 classrooms Sunday, March 28 | 19:30-20:45 CEST/GMT+2
Competing in the 21st century requires not only knowledge and skills but the ability to use and transform knowledge. Highly developed academic language, content vocabulary, and concept knowledge are essential to the development of oral language and critical thinking. Students who are learning English as an additional language (EAL) may not develop the high levels of academic language and may miss out on opportunities that lead to academic success. In this session participants learn practices for students who are learning English as an additional language that build academic language and disciplinary knowledge. A framework that integrates the four communicative components (listening, speaking, reading, and writing) to build academic language and disciplinary literacy across grade levels will be presented. After examining the general framework, each grade level band will develop and demonstrate integrated oral language, reading, and writing development practices in content areas.
Sylvia Linan-Thompson, Ph.D., an associate professor at the University of Oregon and associate with the Center on Teaching and Learning, develops and examines reading and writing interventions for students who are learning English as an additional language. Currently, she is examining the English writing development of ELs with and without learning disabilities. Further, she has extensive academic and field expertise in first and second language literacy in different contexts around the world. She has been a member of the Office of Overseas Schools Advisory Committee for 18 years. Finally, she has authored articles, chapters, and books on these topics.
A Conversation about Reading to Learn Versus Learning to Read
Sunday, March 28 | 18:00-19:15 CEST/GMT+2
This one-hour session will provide an overview of the neuroscience of reading and insight as to why some children may struggle to learn to read. The neurobiological underpinnings of language and reading will be discussed including:
The neurobiological processes that impact “reading to learn”.
The early warning signs and risk factors for reading failure.
Differentiation of a struggling reader versus a reading disability.
How this knowledge should influence instruction.
Dr. Susan Grant holds a Ph.D. in Neuroscience, having trained at the University of Maryland, College park and the Graduate School of Medicine at the UMAB campus. She specializes and did research in Neurolinguistics, the study of the relationship between brain and language development. She also has a Master of Science degree and a Maryland license in Speech and Language Pathology. Dr. Grant has been in private clinical practice for nearly 30 years, diagnosing and developing treatment plans for children with ASD, speech-language, reading, and learning disabilities. Her staff of speech/language pathologists and psychologists implements treatment plans and provides ongoing therapy. Dr. Grant was the founding Board member and Board president of a middle and high school, college preparatory program for students with learning disabilities. Dr. Grant lectures and has given many workshops nationally and internationally on the applicability of brain research to good teaching practice, language and reading acquisition, and learning disabilities. She is Chair of the Advisory Committee on Exceptional Children and Youth for the State Department Office of Overseas Schools. She serves on the Board of Trustees and Advisory Boards for several independent schools and Foundations.
Eduprotocols for Classroom Teachers and Educational Leaders
K-5 classrooms Saturday, March 27 | 18:00-19:15 CET/GMT+1
6-8 classrooms Saturday, March 27 | 19:30-20:45 CET/GMT+1
9-12 classrooms Sunday, March 28 | 18:00-19:15 CEST/GMT+2
Dept. Heads, Curriculum Coord., DOTL | Sunday, March 28 | 19:30-20:45 CEST/GMT+2
Eduprotocols for Classroom Teachers
Eduprotocols three seprate sessions for grades K-5. 6-8, and 9-12. Join Marlena Hebern, co-author of the Amazon bestseller and research-based pedagogy that drives huge student success and gently infuses technology in all subject areas and grade levels. The Eduprotocols motto is Teach Better and Work Less. Marlena will be sharing free tamplates that educators can use immediately to dramatically increase student success while also reducing teacher workload. See the #Eduprotocols on Twitter for an energizing preview.
Eduprotocols for Educational Leaders
Join Jon Corippo and Marlena Hebern co-authors of the Amazon bestseller and research-based pedagogy that drives huge student success and gently infuses technology in all subject areas and grade levels. Jon, 5-year educational veteran, former principal, Tech Director, Assistant Superintendent for 2, and Marlena, technology integration specialist and former ELA and ELD coordinator will be sharing deployment secrets for classroom impact that they have used to successfully train over 60,000 teachers in countless districts over the last 10 years. The EduProtocols motto is Teach Better and Work Less and this motto is how you'll get your teachers to engage. Jon will be sharing free templates educators can use immediately to dramatically increase student success while also reducing teacher workload. See the #Eduprotocols on Twitter for an energizing preview. Don't forget - Jon offers free lifetime tech support!
Jon Corippo describes himself as a “formerly disgruntled student.” He made it almost all the way through school with a 2.9 GPA. His final three semesters in Advertising changed everything, though: Advertising classes were project-based. Jon’s grades shot to nearly 4.0. 20 years later, Jon had served a decade at the K-8 level, opened a 1-1, PBL, Google-based high school, served in two county offices, including as an Assistant Superintendent and IT Director. Jon has been recognized as a County Teacher of the Year, a 20 to Watch Educator by the NSBA, and was Top 100 Influencer in the 2019 EdTech Digest Awards and a 2020 Edtech Digest Awards Trendesetter Winner. Jon also holds the Apple Distinguished Educator, Google Certified Innovator, and Microsoft Innovative Educator badges.
Jon served as the Chief Learning Officer for CUE for over half a decade, leading the training of over 60,000 educators in the last 5 years.
Jon is also the Co-Author of the Eduprotocol Field Guide Books 1 and 2 and assisted with the new Eduprotocols Math Edition. This field guide series help teachers to be far more effective (how about a 4x academic boost?) and work less (how about being done 6 weeks earlier than normal?). Eduprotocols are free, shareable, and work in nearly ANY grade level or subject so they are super portable.
Jon lives in Coarsegold, California, near Yosemite, with his wife (a very successful educator), three children, and a random number of free-range chickens.
Marlena Hebern is known for her gentle approach to educators and draws upon her 18 years of successful classroom experience when working with and coaching teachers on engaging students through hands-on technology and district implementation of technology programs. Marlena has worked as an English Language Arts K-8 Academic Coach and English Language Arts K-8/English Language Learner Services Coordinator. She is the co-creator of EduProtocols and co-author of The EduProtocols Field Guides, Books 1 and 2, and is currently a Content Coordinator of Instructional Technology Services at the office of the Fresno County Superintendent of Schools. Marlena is a Google Certified Innovator, Google Certified Trainer. Marlena is the co-recipient of the 2020 EdTech Digest Award, Leader Setting a Trend for her work with EduProtocols.
K-5: Struggling Readers in ELA
Saturday, March 27 | 18:00-19:15 CET/GMT+1
What do students really need to know to become proficient readers? There are many elements to skilled reading, but often these are invisible to students as they are learning to read. All children can be powerful, engaged, and skilled readers when taught the skills and strategies that they need in explicit, systematic ways. In this session, teachers will explore the reading process and learn some research-based instructional strategies that support successful readers.
Lisa Clark is the Content Specialist Coordinator of English Language Arts and English Learner Instructional Services at the Office of the Superintendent of Fresno County Schools in Fresno, California. An educator with over 30 years of experience, Lisa has been a classroom teacher, reading intervention specialist, curriculum coordinator, workshop facilitator, and featured speaker. In addition to her work with FCSS, she currently works closely with the California Department of Education, developing and training educators in assessments for English learners. Lisa is passionate about sharing best practices in literacy for all students and systematic approaches that support the needs of English learners.
Teaching Mathematics to English Language Learners
Saturday, March 27 | 18:00-19:15 CET/GMT+1
English learners face unique challenges that affect their ability to actively engage in and make sense of mathematics. By planning and implementing language-rich lessons, all students, especially those learning English as a second language can overcome the challenges, they face in math class. In this session, we will explore strategies for facilitating classroom discussion and interpret, and helping them tackle word problems.
Erma Anderson is a former high school physics and mathematics teacher and Albert Einstein Distinguished Fellow in the US Senate. She was a Senior Program Officer with the National Research Council assisting in the development of the National Science Education Standards and a Christa McAuliffe Fellow with the National Foundation for the Improvement of Education.
She has worked with the National Science Teachers Association on several projects including the Mentoring Initiative e-Mentoring for Student Success (eMSS), development of sciLINKS (www.sciLINKS.org), and Project Manager of Scope, Sequence and Coordination of Secondary School Science.
She was Associate Project Director for the Council for Basic Education’s Schools Around the World project, developing and implementing the Evidence to Excellence protocol, professional development that used student work from nine participating countries to enhance the teaching and learning of mathematics and science. Ms. Anderson worked with the Council in the writing of state and district curriculum frameworks and benchmarking of state standards to NAEP and Japanese standards.
Ms. Anderson has considerable experience developing and facilitating workshops, on-site and online with multiple national entities. Currently, she is a Mathematics consultant working with international schools on implementing the AERO Mathematics Standards. She also facilitates the Math Specialist in International Schools (MSIS) and Math Fellows in International Schools (MFIS) initiative.
In the past 14 years, she has facilitated conversations about the K-12 math and science curriculum, instruction, and assessment in over 120 international schools and facilitated over 500 parent presentations on the teaching and learning of mathematics.
“Listen Your Way to Better Writing”
Sunday, March 28 | 19:30-20:45 CEST/GMT+2
Writing can be a challenging aspect of learning that requires students to engage with texts at a deeper level. Learn how to apprentice students in writing skills while incorporating active listening and student discussions in this hands-on session. Participants will learn a strategy that can be incorporated as a routine across content areas to develop student writing skills within their subject-area demands. This strategy will help students to become better writers, as well as build their content knowledge, incorporate use of academic vocabulary in their speaking and writing, and develop active listening and notetaking skills. Participants will be able to assist students in collaboratively negotiating the meaning of content-area text and build from this skill to meaningful writing.
Erin Freeman is an English Language Development and English Language Arts Content Specialist at the Fresno County Superintendent of Schools. She brings over 18 years of educational experience working with both rural and suburban communities. She has experience teaching at the secondary and post-secondary level specializing in ELD, Language Arts, AVID, and mathematics as well as teaching adult English learners who are returning to school to further their education.