Calling all current and past Project EnACTeD participants!
You are invited to share your applications of research and practices to support English learners (ELs), dual language learners (DLLs), and their families through an online project sharing opportunity!
Up to 10 teacher participants contributing to the high impact projects will each receive a $500 award. If group projects are selected, each EnACTeD teacher participant will receive a $500 award. The award will be distributed through UNCG student accounts or school district payroll offices (taxes and standard deductions may apply).
The submissions may include:
- Effective instructional practices in ESL or DL/I classrooms (e.g., videos of teaching practices in remote instructional contexts)
- Family engagement programs involving EL or DLL families
- ESL and/or DL/I teacher collaborations and innovative practices
- Professional development designed for teachers working with ELs or DLLs
- Research promoting ESL or DL/I teacher development, instructional practices, and family/community engagement
Each submission needs to include the following components:
- Title – a title of no more than 10 words
- Brief Description – a brief description of 50-100 words that highlight the project
- Participant Information – include names, schools/institutions, current roles, and contact information of all participants involved in the project
- Standards – include specific standards the project addresses (e.g. content area standards, WIDA standards, TESOL standards, NC Professional Teaching standards, etc.)
- Project Artifacts – artifacts may include lesson videos, lesson plans and supplementary materials, family engagement planning materials, professional development webinars and materials, research presentations, etc.
- Video Summary and Reflection – a 5-10 minute video presentation that summarizes the project and reflects on the project process and outcomes
Send in your submission here!
Award Winning Examples
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Maria Camila Archila, “The lesson expanded students’ cultural repertoire and engaged them in learning about an important civilization …The students learned about location, clothing, housing and typical food of the Mayan Culture. After…we focused on corn as the central theme of our project….” Click here to learn more about Maria’s award-winning project. |
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Micaela Bermudez “Colorful pictures in gallery walk style or in Jamboard can activate students’ prior knowledge, assess students’ vocabulary, and engage all students in class discussions, especially at the beginning of each unit. In this lesson, an example using pictures regarding the four seasons is shared…” Click here to learn more about Micaela’s award-winning project. |
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Cheri Cole, “Teachers of gifted students have used depth and complexity strategies for some time now, yet these methodologies can be applied and allow all students to grow, challenge and expand deductive reasoning in the classroom. This project highlights the integration, application, and evolution of a depth and complexity model to solve multistep word problems with a heterogeneous third-grade class.” Click here to learn more about Cheri’s award-winning project. |
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Lora Snider, “This is a literature unit based on 3rd grade standards to include components of traditional literature, how stories change over time and are relevant to a variety of cultures, the use of technology in an ever-changing world, and how best practices impact all learners including those who are English Language Learners. This unit can also be included in a study of space…” Click here to learn more about Lora’s award-winning project. |
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Shameeka Wilson, “Through the use of math manipulatives and scaffolding, this 10th grade mathematics lesson was delivered using American Sign Language (ASL)… In the end, the focus learner demonstrated growth in the following areas: (a) increased confidence, (b) mastery of various categories of linear equations, (c) bridging academic language from ASL to English.” Click here to learn more about Shameeka’s award-winning project. |
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Lisa Hamilton, “This unit was developed to improve the writing skills of middle school scholars using their current WIDA test and their identified lowest domain. The scholars are given a text to read and discuss. They then must respond to discussion questions that are given throughout the reading. These discussion questions will be completed using the RACE strategy.” Click here to learn more about Lisa’s award-winning project. |
