ERIC Number: EJ1145419
Record Type: Journal
Publication Date: 2017-Sep
Abstractor: As Provided
Reference Count: 53
Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students
Rillero, Peter; Koerner, Mari; Jimenez-Silva, Margarita; Merrit, Joi; Farr, Wendy J.
Interdisciplinary Journal of Problem-based Learning, v11 n2 Article 4 Sep 2017
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a small group of faculty members developing and piloting PBELL experiences, with coaching spread throughout the program. Our student-teachers are graduating with multiple opportunities to experience PBELL as learners and to design and implement PBELL experiences.
Descriptors: Problem Based Learning, Teaching Methods, Language Minorities, Mathematics Instruction, Science Instruction, Student Teachers, English Language Learners, Elementary School Students, Elementary School Teachers, College Faculty, Teacher Education Programs, Instructional Design, Learning Theories, Coaching (Performance), Curriculum Design, Educational Change, Program Descriptions, Elementary Secondary Education
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Arizona