Therefore, one of the main goals of the study was to determine whether or not Project GLAD has a different impact on ELL and non-ELL students.)) The model was examined for its impact on the reading comprehension, vocabulary, writing, and science achievement of all students in the experimental classrooms (as compared to students in the control classrooms), and for teachers’ implementation of the model. ((As a type of sheltered English instruction model, GLAD is carried out in classrooms with students with varying levels of English language proficiency. Treatment group teachers were first trained in GLAD strategies and then observed as they carried out the model in classrooms with fifth grade ELL and non-ELL students. ((Teachers in control group classrooms carried out “ business as usual.” Investigators defined this as the typical instruction ELLs receive in Idaho, which is for the most part a form of sheltered English or ESL instruction.)) Of the 113 teachers in the study, 51 were randomly assigned to receive Project GLAD training and 62 were assigned to a control group that did not receive training. In other words, half of the schools were randomly assigned to the treatment group, in which classrooms were instructed with GLAD strategies and the other half were assigned to the control group, in which classrooms were instructed as usual. The four-year longitudinal study conducted randomized trials in 30 elementary schools in Idaho. ![]() Luckily, researchers from Education Northwest are engaged in a rigorous randomized evaluation of the program - the first experimental study of Project GLAD to date - with funding from the Institute of Education Sciences. But despite its long-running history, expansive reach, and popularity, little is known about the effects of the model on the educational outcomes of DLLs. In the 90s the project received federal grants to develop into a formal instructional training model. GLAD began as a series of instructional strategies developed in the 1980s by teachers Marcia Brechtel and Linnea Haley to teach academic content to ELLs. For an explanation of the difference between the OCDE-owned Project GLAD and BE GLAD, click here.)) In fact, almost 300,000 teachers in 18 states have received training in GLAD strategies. BE GLAD is endorsed by Marcia Brechtel, the co-creator of Project GLAD, and is now independently run despite its shared origins with the OCDE model. ((Project GLAD is owned by the Orange County Department of Education (OCDE), which also houses the program’s National Training Center for professional development services. ![]() The video below provides an overview of the SIOP model, and discusses how teachers can successfully use it to educate English language learners.Project GLAD - which stands for Guided Language Acquisition Instruction - is a model of sheltered English instruction that school districts around the country have used to prepare their teachers to work with English language learner (ELL) students. Instructional techniques connected to each of these parts, teachers can designĪnd deliver lessons that meet the diverse linguistic needs and academic ofĪre you looking to implement the SIOP model into your classroom? Don’t worry, we have you covered. ![]() Instruction designed to allow English language learners to grasp academicĬontent while developing language proficiency. Observation Protocol (SIOP) Model, which is a research-based model of sheltered Instruction in the classroom, you have to implement the Sheltered Instruction Sheltered instruction is a strategic approach to teachingĮnglish language learners that allows learners to understand content as theyĭevelop language proficiency.
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