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.
Recommended Citation
Rillero, P.
,
Koerner, M.
,
Jimenez-Silva, M.
,
Merritt, J.
,
&
Farr, W. J.
(2017). Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students. Interdisciplinary Journal of Problem-Based Learning, 11(2).
Available at: https://doi.org/10.7771/1541-5015.1675
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
