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Browsing by Author "Dahlman, Anne"

Now showing 1 - 6 of 6
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    Classroom Strategies and Tools for Differentiating Instruction in the ESL Classroom
    (Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2008) Dahlman, Anne; Hoffman, Patricia; Brauhn, Susan
    Differentiated Instruction is a relatively widely used instructional approach across instructional contexts. It has proven to be successful in the general education context where studies have found that students exposed to Differentiated Instruction strategies consistently outperform other students (Tomlinson, 2001). Yet, there is a huge gap in professional literature that addresses the use of Differentiated Instruction in the ESL context. It is the aim of this paper to provide the reader with practical Differentiated Instruction strategies and tools for the use in the ESL classroom as well as the mainstream classroom with ELLs. We suggest three steps in implementing Differentiated Instruction, a) beginning with ensuring high quality curriculum that clearly articulates meaningful learning outcomes, both language and content, without which differentiation is not possible, b) moving onto carefully understanding student needs, their readiness, interests and learning profiles, based on systematic pre- and formative assessment, and finally c) implementing effective Differentiated Instruction strategies in the classroom to maximize the learning of all students. We provide multiple examples and useful tools to clarify each of the three steps.
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    Framing the issue
    (MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2015) Johnson, Kimberly A.; Dahlman, Anne
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    Framing the issue
    (MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Johnson, Kimberly A.; Dahlman, Anne
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    Framing the issue
    (MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Johnson, Kimberly A.; Dahlman, Anne
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    From the Editors
    (Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Johnson, Kimberly A.; Dahlman, Anne; Pergament, Adam; Jones-Katz, Laura
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    Making Decisions about ESL Curriculum
    (Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Hoffman, Patricia; Dahlman, Anne
    This paper describes the authors’ work with one school district in Minnesota helping to evaluate and revise their ESL program. In particular, the authors describe the steps that the district ESL teachers took in evaluating and selecting an ESL curriculum. These steps included consulting existing literature on curriculum and textbook selection, coming to a consensus as a district about priorities in regard to the ESL curriculum, looking at curricular choices made by other districts in Minnesota and creating a comprehensive curriculum review evaluation rubric to assist in making the right decision for the district. In addition to describing the process of the curriculum evaluation and redesign in the district, they present evaluation tools (checklists and rubrics) that they created for the purpose of designing curriculum. Further, they propose guidelines for the process of making decisions about ESL curriculum, which can be modified to fit other districts’ ELL characteristics, teacher preferences, identified standards, and mainstream curricula.