Developing teacher competencies for problem-based learning pedagogy and for supporting learning in language-minority students

Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
Article number4
JournalInterdisciplinary Journal of Problem-based Learning
Volume11
Issue number2
DOIs
StatePublished - Jun 5 2017

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mathematics
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Keywords

  • Elementary education
  • English language learners
  • Language acquisition
  • Mathematics education
  • Problem-based learning
  • Science education
  • Teacher education

ASJC Scopus subject areas

  • Education

Cite this

Developing teacher competencies for problem-based learning pedagogy and for supporting learning in language-minority students. / Rillero, Peter; Koerner, Mari; Jimenez-Silva, Margarita; Merritt, Joi; Farr, Wendy J.

In: Interdisciplinary Journal of Problem-based Learning, Vol. 11, No. 2, 4, 05.06.2017.

Research output: Contribution to journalArticle

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