Virtual Learning and Webinars
Your virtual/online learning platform with interactive and programmatic resources to better serve your English-learner and emerging-bilingual students.
October 23 – 3:00pm MDT
Velazquez Press: The Astounding Effects of DLE: 35 Years of Research
Drs. Virginia Collier and Wayne Thomas
October 27 – 2:00pm MDT
Vista Higher Learning: DLE: Culturally and Linguistically Responsive Education
David Rogers and Ruth Kriteman
DLI Logic Model
Together with colleagues at Abt Associates and Dr. Elizabeth Howard (UCONN), DLeNM would like to invite you to provide feedback on the recently developed Dual Language Logic Model (this is what we called it originally on our website. Has it changed?), which originated from a study we are conducting with support from Arnold Ventures. The study team used the Guiding Principles for Dual Language Education (3rd edition) as a framework for the development process. You can learn more about the logic model through this short video presentation.
Juntos con colegas de Abt Associates y la Dra. Elizabeth Howard (UCONN)), DLeNM le invita a proporcionar comentario sobre el Modelo lógico del programa de inmersión dual. Este modelo lógico se originó a partir de un estudio realizado con Abt Associates y el apoyo de Arnold Ventures. El equipo de estudio utilizó los Guiding Principles for Dual Language Education (3rd edition) como marco de referencia durante el proceso de desarrollo. Puede aprender más acerca del modelo lógico en DLI por medio de esta breve presentación.
OCDE Project GLAD®
OCDE Project GLAD® is a model of professional development dedicated to building academic language and literacy for all students, especially English language learners.
The Project GLAD® training model combines research and theory with classroom demonstrations and guided teacher practice and planning time. We work collaboratively with schools and districts to support the depth and sustainability of the model.
OCDE Project GLAD® and Online Learning
Are your ELs falling through the cracks? As the nation shifts to on-line learning, teachers are challenged to ensure that their English Learners (ELs) have access to academic content and language. During this professional learning experience, we will give you concrete examples of how to use OCDE Project GLAD® strategies on-line to guarantee your ELs are engaged and learning.
Getting the Most out of GLAD® Strategies: Addressing Integrated and Designated ELD
Are you searching for strategies to maximize your ELD instruction? In this professional learning experience, we will explore how to intentionally use key delivery steps of specific OCDE Project GLAD® strategies to plan for both integrated and designated ELD instruction that meets the individual needs of all your English Learners.
Biliteracy and OCDE Project GLAD®: Maximizing the linguistic assets of our students
Bilingual students have bilingual superpowers! OCDE Project GLAD® strategies can facilitate student learning of academic content in all language domains in and across two languages. This professional learning experience will provide you with a more efficient approach to planning and implementing lessons for your bilingual students.
Introduction to OCDE Project GLAD®
Are you looking for a structure to support teachers in meaningful instruction that meets the diverse needs of your language learners? This session introduces teachers to OCDE Project GLAD®, providing concrete ideas to build a classroom culture that promotes risk-taking and provides equitable access to instruction for all students.
Customized Professional Learning in OCDE Project GLAD®
What does your school/district need? DLeNM offers customized online training to address the specific needs of participants. Just let us know what you need and we will deliver! Possibilities may include:
For those new to Project GLAD®
- Strategies to Build Positive Classroom Culture,
- Using Chants to Engage Students in Content and Language
- Visual Learning Strategies in Daily Lessons.
For those trained in Project GLAD®
- Making the Most Out of Input Charts,
- Facilitating the Gradual Release of Responsibility in the Classroom
- GLAD® Unit Planning.
Email email@example.com for more information about content or pricing.
Achievement Inspired Mathematics for Scaffolding Student Success provides a framework of instructional components that shelters mathematics content to make it accessible and comprehensible to all students, with a focus on English learners (ELs) and students who struggle with math. AIM4S3™ is a powerful framework that supports teachers in planning and implementing the Common Core State Standards and aligns with the four domains of The Framework for Teaching from the Danielson Group. It can be utilized with any mathematics program and targets teachers in kindergarten through middle school.
These sessions are customized to meet the needs of teachers working with English learners, teaching in dual language programs and teachers already trained in AIM4S³™. Choose from these interactive virtual learning opportunities:
Making Math Visual
Experience activities for your grade level that make essential math concepts visual, supporting students in developing conceptual understanding that lasts well beyond this week’s quiz or the unit test. Recent research in neuroscience is finding that much of our mathematical thinking is grounded in visual processing. Come see how to put Jo Boaler’s work at YouCubed in action in your classroom. (1-3 sessions, K-8)
Concrete Ideas to Meet the Needs of ELs in Your Math Class
Not an ESL teacher? This session gives math teachers concrete strategies to support English Learners in being able to participate more actively in class and to have their voices be part of the discussion. (1-3 sessions, K-12)
Empowering ELs to Speak: Strategies that Make a Difference
Analyze a fifth-grade lesson on volume that has students sharing their work, critiquing the work of others, and identifying what high-quality work looks like. This session includes video as well as access to the resources used during the lesson to support this level of interaction. (1 session, 2-6)
Understanding the CCSSM Standards for Mathematical Practice
Would you like more understanding of the Mathematical Practices, what they are and how to leverage their importance with students? This session will build a foundation for the Mathematical Practices and give you an opportunity to identify them in action in lessons and student work. Making the Mathematical Practices come to life with your students will not only increase the rigor of instruction in your lessons, it will increase student engagement and higher-level thinking. (1-2 sessions, K-12)
Have you heard about Number Talks but haven’t tried them yet or have just dipped your toes in? During this session, you will experience Number Talks as well as see the instructional moves that are key for maximizing the strategy with students. Learn how to build Number Talks into your current routines and unit planners. (1-3 sessions, K-8)
Walk a Mathematical Mile in the Shoes of your ELs
Participate in a short problem-solving lesson in Spanish to experience sheltering and scaffolding strategies that support English learners in having access to the CCSSM and Mathematical Practices. This session is designed for teachers who have zero to an intermediate level of Spanish. This session will give teachers concrete strategies and instructional moves to give language learners access to projects, 3 Act Tasks, and story problems that you are already using in your classroom. The short lesson will be in Spanish. The reflection and share outs will be in English so participants can fully participate in the professional dialogue. (1 session, K-12)
An Introduction to the AIM4S³™ Framework
Are you looking for a framework to support teachers in meaningful instructional planning that includes meeting the diverse needs of your language learners and students who struggle with math? This series of sessions introduces teachers to the AIM4S³™ framework, providing concrete ideas to to build a classroom culture that promotes risk taking and provides equitable access to instruction to all of our students. (4 to 6 sessions, K-8)
Customized Follow-up for Teachers AIM4S³™ Trained
Are you looking to support teachers who have already been trained in AIM4S³™? These sessions are customized to meet the specific needs of your teachers. Common focus areas include: planning a Compendium, making assessment meaningful for teachers and students, using AIM4S³™ with district resources, and using the PDSA as a tool for goal setting. (1 to 6 sessions, K-12)
Email firstname.lastname@example.org for more information about content or pricing.
Program Leadership Development
Virtual Site Evaluation: Through online stakeholder group interviews, combined with the analysis of existing district/site structures, supports, and processes, DLeNM’s program evaluators gather critical information that identifies strengths and areas of need for newly planned and existing dual language programs. Leadership teams are guided through a reflective process that values and leverages stakeholder perspectives. helpful next-step recommendations, based on research and best practices identified in the Guiding Principles for Dual Language Education, Third Edition.
Dual Language Essentials for District Leaders: To effectively support schools in their quest to create high-quality dual language programs, it is essential that all district leaders and department heads understand the foundational and non-negotiable components supported by research. When a collaborative approach is fostered at all levels, long term sustainability and capacity building are embraced and reflected in all decisions that are made.
The Elusive 3rd Goal of DL Education: What does sociocultural competence look like in your DL program? After reflecting on the many school communities with which we engage, we have come to believe that a positive school culture that affirms and validates ALL our students and their families is essential for DL program success and sustainability. This professional learning experience will provide you with processes to reflect on your school culture and ensure that you are continually moving towards an authentic culturally and linguistically responsive school environment.
Facilitating Cross-Linguistic Connections in a DL Program: Translanguaging, biliteracy and bridging – oh my! There are many different resources available to support you in facilitating cross-linguistic connections in your DL instruction. This professional learning experience will provide you with an overview of these resources and some simple planning tools for moving your DL instruction forward in this critical area.
DL Language Allocation Planning: What do all DL programs with high student achievement and high language proficiencies share? They have a clearly articulated language allocation plan across grade-levels that is implemented with constancy. This professional learning experience will guide your DL leadership and grade-level teams through processes to review and revise your language allocation plan to guarantee student success!
Customized Training: Are you looking to support your DL program implementation? These sessions can be organized around any of the Guiding Principles for DLE, to provide processes for developing shared knowledge of DLE, using the GP for program self-evaluation and facilitating targeted action planning for continuous improvement.