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The Guided Language Acquisition Design, Marcia Brechtel (http by jlq11305

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									                                            GLAD
The Guided Language Acquisition Design, Marcia Brechtel
(http://www.projectglad.com/)

GLAD is a model of professional development that integrates content knowledge with language
acquisition and literacy. The strategies and model promote English language acquisition,
academic achievement, and cross-cultural skills. GLAD was developed and field tested for nine
years in the Fountain Valley School District and is based on years of experience with integrated
approaches for teaching language. Tied to standards, the model trains teachers to provide access
to core curriculum using local district guidelines and curriculum.

GLAD is an instructional model with clear, practical strategies promoting positive, effective
interactions among students and between teachers and students. GLAD develops meta-cognitive
use of high level, academic language and literacy. During the staff development, teachers are
provided with the instructional strategies, the theory and research that support the model, and the
curriculum model that brings these all together in the context of district and state frameworks
and standards. The second part of the training is a demonstration session in the classroom where
the model is demonstrated with students.

GLAD training results in teachers’ renewed commitment to high expectations and high standards
for all students. The results for students have been continued gains in standardized test scores as
well as renewed involvement in a classroom that is, not only student-centered, but fosters a sense
of identity and voice.

                                        Vision Statement

Project GLAD stands for and promotes an educational setting that produces effective, literate
citizens of a global society. It is a model of respect for diversity not only in language and
ethnicity, but, also, in thinking, learning, and personal experiences. It provides support for
teachers and students alike to face change and success effectively and confidently.
                                Features
In summary, the following features make the Guided Language
Acquisition Design promote successful, involved teachers and students:

• A unique blend of academic language and literacy that marries the
 research from many fields and organizes the strategies and classroom
 implications into a process.

• The model is not only firmly rooted in research, but it has been field
tested both in district and out for the past 16 years. It has been found
useful as a trainer of teachers and as a trainer of trainers.

• A classroom environment that values the student, provides authentic
opportunities for use of academic language, maintains highest standards
and expectations for all students, and fosters voice and identity.

• Primary language can be provided by trained bilingual teachers, trained
bilingual aides, trained parents, or cross-age/peer tutoring. The unique
aspect is that with this model both languages complement each other
through integrated themes.

• The amount of oral language for negotiation for meaning and cross-
cultural interaction is extensive.

• The training model is successful because it values teacher’s time,
viewpoints, and expertise of the teachers, as well as promoting
collaboration and peer coaching.

COMPONENTS

Project GLAD is a model of staff training for language
acquisition. Teachers are trained to modify the delivery of
instruction of students to promote academic language and
literacy. GLAD has two components.
1. The first component is the “what” of the language acquisition
model

The “what” is that the Guided Language Acquisition Design (GLAD)
provides an organizational structure for an integrated, balanced literacy
approach. The integration, of listening, speaking, reading, and writing
into all content areas and the interrelating of science, social studies, and
literature with each other, underscores research that language is acquired
most effectively when the emphasis is on meaning and the message.
Language, any language, should be acquired while studying something
of interest or real life use.

Writings in the field of brain research and standards-based instruction
reinforce that by integrating the content areas and direct teaching of
metacognitive strategies, learning is made more relevant and
meaningful, thus insuring more efficient and effective learning. The
strategies and classroom implications foster a risk-free, cross-culturally
sensitive environment within which students are able to acquire
academic language and concepts. Although, as written, the GLAD
model is intended for English language acquisition for English language
learners, it is valuable for acquisition of language for all students. The
structure, strategies, and classroom implications, are invaluable in a
multilingual setting.
2. The second component is the “how” of the staff training

Element 1: Theory and Research

Training in theory and research with practical classroom implications
and applications, occurs over a two-day period. It covers the works of
educators across the disciplines: reading, writing, brain compatible
teaching, language acquisition, cross-cultural respect, primary language,
and coaching. Research is directly tied to specific classroom
implications, strategies and organization.

Element 2: The Demonstration Lesson

Observation of a demonstration session occurs in a classroom all
morning for one week. The unit is grade level and standards based. It is
written by the team of trainers. One of the trainers is working with the
children, presenting the strategies. The other trainer is coaching the
teachers who are observing in the back of the room. This coach is
explaining what is being done, why, and generally answering questions
concerning the lessons. Afternoons are spent on feedback, collaboration,
and planning. Seeing successful strategies with students is the most
effective method of promoting change.

Element 3: Follow-up and Coaching

This element reduces time out of class as it promotes meaningful follow-
up. The trainers visit classrooms to provide encouragement and
assistance, if requested. This model uses cognitive coaching elements
from Art Costa and R. Garmston in that the coach or trainer only
observes and provides feedback on things that are specifically requested
by the teacher.

Element 4: Key Trainers

If teams of trainers are to become Key Trainers, they must be:
• designated by their districts as staff development trainers (a CLAD
certificate or equivalent is valuable, but not required)

• committed to working in teams of two or more

• committed to extensive training and practice

For certification (in addition to training requirements for teachers), the
following apply:

• minimum of six months of classroom use

• 2 - 4 practice demonstration lessons with team partner (s)

• 2 - 4 practice in-services presenting theory, research and classroom
application with team partner (s)

• development of a GLAD unit and coaching notes

• certification/evaluation done by a GLAD NTC (National Training
Center) staff on presentation of both the workshop and demonstration
session

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STRATEGIES AND IMPLICATIONS

Based on current areas of research, a brief summary of some strategies
and classroom implications follows:

1. Teach to the Highest

• A classroom environment that values the student and provides
authentic opportunities for use of academic language and maintains the
highest standards and expectations for all students (Goodman,
Shefelbine, Cummins, Smith, and Collier).

2. Brain Research--Metacognition

• A time to activate and focus prior knowledge; inquiry charts,
brainstorming, and clustering (Costa, Rico, Kovalik).

• An opportunity to insure a common base of understanding and
scaffolding, direct experiences, films, visuals, teacher read alouds
(Krashen, Collier, Swain, Long, Vygotsky).

• Students taught how and encouraged to organize thoughts and texts
utilizing multiple intelligences: graphic organizers, summaries, visuals,
or contextual and semantic clues (Costa, Rico, Krashen, Long, Marzano,
Gardner, Lazear).

• Metacognitive aspect of teacher and students modeling of how an
answer was arrived at, not merely what the correct answer was (Costa,
Farr, Sagor).

3. Brain Research and Second Language Acquisition

• A student set purpose for learning; motivating, stated result or goal;
student choices; connections made between personal background
knowledge and new learning, inquiry charts (High Scope, Hunter,
Cummins, Wolfe).

• Chances to negotiate meaning from language and text; cooperative
activities for problem-solving and social skills; heterogeneous
homogeneous flexible groupings (Long, Kagan, Vygotsky, Cummins,
Shefelbine).

4. Reading and Writing To, With, and By Students
• Reading that stresses the purpose and joy before the skills; beginning
with writing and reading one’s own language; immense amounts of
being read to; time for silent sustained reading and silent sustained
writing with oral book sharing and quickshares (Goodman, Krashen,
Flores, Traill, Shefelbine).

• Direct teaching of concepts, vocabulary, and necessary skills; text
patterns, academic language, writing patterns; decoding skills (UCI
Writing Project, Bettances, Chall, Reading Task Force, Marzano, Beck,
Shefelbine, Adams).

• Writing that stresses the metacognitive use of reading and writing as a
process; use of clustering/brainstorming to initiate writing; acceptance of
developmental level of writer; editing and revising done in appropriate
places in the process. No over-editing in early drafts; not all writing
brought to editing stage; use of conferencing methods to guide student
through the process; use of logs for personal responses to texts or issues;
use of interactive journals (Goodman, Graves, Calkins, Rico, UCI
Writing Project).

• Language functional environment; language charts, poetry kept on
walls - read and used by students; reading and writing the walls daily.
Big Books on walls, shared reading/writing experiences (Traill,
Cummins, Flor Ada).

5. Active participation in all components of the unit, negotiating for
 meaning, comprehensible output personal interactions and 10/2 (Long,
 Cambourne, Cummins, Swain, Goldenburg, Costa)

6. A theme, year planning, and strategies that foster standards-based
 learning respect, trust, identity, and voice. The use of personal
 interaction values oral ideas and cross-cultural respect. (Cummins,
 Wiggins and McTighe, Berman, Baron).

7. Ongoing assessment and evaluation using a variety of tools to provide
reflection on what has been learned, how it was learned and what will be
done with the information. Assessment, ongoing and summative, based
on strengths as well as needs. Direct teaching of test language and test
taking skills. (Costa, Wiggens, Farr, Treadway, Lazear)

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QUOTES
An unsolicited quote by a teacher at one of the adopting schools’
district board meetings:

“I teach a 4/5 combination at Finley, and I formerly taught at Fryberger,
and when I taught at Fryberger, I had, I would say, between 6 and 10
English learners and maybe one would be non-English speaking. When I
started teaching at Finley last year, I had about 25 English learners. Of
those, I’d say 16-18 were levels 1’s, 2’s, and 3’s, 8 were non-English
speaking. And I suddenly discovered that the way that I had taught
before simply didn’t work. I was really frustrated. I was really
floundering, and then, we received the GLAD training--the entire staff
received GLAD training. I ran right back to the classroom, developed
the first GLAD thematic unit, and all I can say is I, I mean I feel like a
born again GLAD convert because it’s totally changed my teaching. I
think that it is the single most important and valuable and effective
teacher preparation that I’ve received--and I include in that student
teaching--I wouldn’t trade all of the conferences that I’ve had in the last
six years for the GLAD training. And I don’t want you to think that it’s
only for English learners, or that it’s only for low-ability. I would
happily and with great conviction teach a class of GATE students using
the GLAD methodology--it’s plain old, good teaching, and I wish every
teacher in the our school district could have the training. It’s wonderful.
Thank you.”

A student quote:
“I like how you always use charts, so if you forget something overnite,
you can come back and remember, also sitting in groups because if you
need help, they are there for you.” (Jeff--4th grade)

An administrator’s quote:

“The feedback was wonderful. Both trainers said things that validated
what we were doing and things that led us to improve our work.”

A parent and board member quote:

“ Project GLAD is a phenomenal program. Our teachers in our Dual
Language Program here in Travis Unified have all been trained in the
GLAD strategy, effectively apply it in their classrooms, and their walls
are rich with vocabulary. They are awesome!”

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STEPS IN TRAINING
KEY STEPS IN TRAINING (Team of Teachers - Tier I)

• Theory/Research: 2 days

- Reading/writing research- Second Language Acquisition- Brain
research- Classroom implications and applications- GLAD Model,
curriculum and strategies- “Backwards planning,” year planning

• Demonstration Session: 5 days

- Mornings: one trainer teaches students; second trainer (the coach)
coaches teachers- Afternoons: trainer processes lesson, teachers plan
• Follow-up and coaching: 1 - 2 days

- trainers visit classroom and observe/help teachers- trainers meet with
teacher on success, problems or future plans

• Teachers provide support and continued growth by peer coaching,
mutual support, teams, or professional learning communities

STEPS IN DEVELOPING KEY TRAINERS BY TEAMS (TIER II)

• Theory/Research: 2 days

- Reading/writing research- Second Language Acquisition- Brain
research- Classroom implications and applications- GLAD Model,
curriculum and strategies- “Backwards planning,” year planning- Key
Trainers in Training present a strategy

• Demonstration Session: 5 days

- Mornings: trainer teaches students; second trainer (the coach) works
with teachers- Afternoons: trainer processes lesson, teachers plan- Key
Trainers in Training teams assist in coaching and start preparing unit and
coaching notes

• Follow-up

- Key Trainers in Training are required to develop their own unit and
coaching notes - Key Trainers in Training meet with teachers on
success, problems or future plans at their site

• Minimum of 6-month classroom use as a GLAD teacher

• Theory/Research: 2 - 4 in-services

- present theory/research/strategies - with team members
• Demonstration Lesson: 2 - 4 lessons

- write unit and present using GLAD model- with team members-
practice coaching with teachers observing demonstration

• Certification upon observation by GLAD NTC staff

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SUMMARY
Project GLAD has over 10 years of data and personal testimony to its
effectiveness.

• In 1991, Project GLAD was declared Exemplary by the California
Department of Education. The growth on standardized test scores by
English Language Learners far exceeded the norm.

• In 1991, Project GLAD was declared a Project of Academic
Excellence by the US Department of Education, OBEMLA. At a
national level, the growth in scores of English Language Learners also
far exceeded the norm.

• Project GLAD was chosen as a national dissemination model of
effective training for teachers in multilingual settings.

• GLAD - trained schools have won Title I Achieving Schools Awards.

• GLAD is recognized as a California School Reform Design Model
Program.

• Project GLAD has trained in over 300 school sites nationally.

• Project GLAD has certified over 600 Key Trainers and Key Trainers in
Training to build capacity in their own district. This is a rigorous process
of certification.
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