Shownotes
How do I maximize my ELL instruction time, in both pull-out and push-in lessons?
In episode 147 of the Equipping ELLs podcast, host Beth Vaucher continues with our series on a comprehensive 4-step framework for mastering ELL instruction. Today she delves into the "how" of supporting English language learners in both pull-out and push-in sessions. This episode breaks down essential strategies for maximizing student success, such as prioritizing language objectives, leveraging small group instruction, using multi-sensory learning in pull-out sessions, and collaborating with classroom teachers to scaffold and enhance peer interactions in push-in settings. Tune in to discover how to combine these approaches for a cohesive, impactful support system for ELL students.
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Transcripts
Hello, and welcome to another episode of "Effective Strategies for Supporting ELL Students," the podcast where we dive into practical tips and strategies for educators working with English Language Learners. I’m Beth Vaucher, and today’s episode is all about the how—how we can effectively support ELL students in both pull-out and push-in sessions.
We know that these two instructional models are key components in helping ELLs succeed, but they each come with their own set of challenges and opportunities. So, in this episode, we’ll explore how to make the most out of your time with students in both settings, ensuring they receive the targeted support they need to thrive. Let’s get started!
Segment 1: Understanding the Purpose of Pull-Out and Push-In Models
Before we dive into the how, let’s briefly review the purpose of these two instructional models. Pull-out sessions involve taking ELL students out of the mainstream classroom to work with them in a smaller, more focused setting. This allows for targeted language instruction tailored to their specific needs. Push-in sessions, on the other hand, involve the ELL teacher or specialist coming into the general education classroom to support ELL students within the context of their regular instruction.
Both models are essential, but they require different approaches to be effective. Now, let’s talk about how you can maximize your impact in each setting.
Segment 2: How to Support ELLs in Pull-Out Sessions
Pull-out sessions offer a unique opportunity to provide intensive, focused instruction that targets the specific language needs of your ELL students. Here’s how you can make the most of these sessions:
1. Prioritize Language Objectives
Start by clearly defining your language objectives for each session. These objectives should align with both the students’ language proficiency levels and the academic content they’re learning in their mainstream classes. This helps ensure that your pull-out instruction is not only focused on language development but also relevant to their overall academic success.
For example, if the students are learning about ecosystems in science, your language objectives might focus on vocabulary related to ecosystems, using descriptive language to explain processes, or forming comparative sentences.
2. Use Small Group Instruction Effectively
Pull-out sessions are often conducted in small groups, so take advantage of this by tailoring your instruction to the specific needs of the group. This is the perfect setting for differentiated instruction, where you can provide more targeted support to students at different proficiency levels.
Use activities that encourage interaction and language practice, such as role-playing, guided reading, or collaborative projects. The small group setting also allows for more immediate feedback, which is crucial for language development.
3. Incorporate Multi-Sensory Learning
ELL students benefit from multi-sensory learning experiences that engage them visually, audibly, and kinesthetically. In your pull-out sessions, use a variety of materials—like visuals, realia, and manipulatives—to make abstract concepts more concrete. This not only aids comprehension but also makes learning more engaging and memorable.
Segment 3: How to Support ELLs in Push-In Sessions
Push-in sessions, where you support ELLs in the general education classroom, present a different set of opportunities. Here’s how you can effectively support ELL students in this setting:
1. Collaborate with the Classroom Teacher
Effective push-in support starts with strong collaboration between you and the general education teacher. Schedule regular planning time to discuss lesson plans, identify potential language challenges, and agree on how you’ll share responsibilities during the lesson.
By being on the same page, you can ensure that your support is seamlessly integrated into the lesson, rather than feeling like an add-on. This collaboration also helps you provide support that’s aligned with the curriculum, making it more relevant and impactful for the students.
2. Use Scaffolding Strategies
In push-in sessions, scaffolding is your best friend. Provide ELLs with the support they need to access the lesson content alongside their peers. This might include using graphic organizers, simplifying instructions, offering sentence starters, or modeling academic language.
Scaffolding should be dynamic and responsive—gradually reducing support as students become more confident and capable. The goal is to help ELLs engage with the same material as their classmates, even if they’re approaching it from a different entry point.
3. Facilitate Peer Interaction
One of the biggest advantages of the push-in model is that it allows ELLs to interact with their English-speaking peers. Leverage this by facilitating structured peer interactions, such as think-pair-share activities, group discussions, or collaborative projects.
Peer interaction is a powerful tool for language development because it provides authentic opportunities for students to practice and apply their language skills in a social context. It also helps build a sense of community and belonging within the classroom.
Segment 4: Combining Pull-Out and Push-In for Maximum Impact
Both pull-out and push-in models have their strengths, and when used together effectively, they can provide a comprehensive support system for your ELL students. Here’s how to combine these approaches for maximum impact:
1. Coordinate Between Sessions
Ensure that your pull-out and push-in sessions are coordinated rather than isolated. For example, if you introduce new vocabulary in a pull-out session, reinforce that vocabulary during the push-in session by encouraging students to use it in context. This consistency helps reinforce learning and gives students multiple exposures to key language skills.
2. Share Data and Observations
Use your insights from both settings to inform your instruction. Observations made during push-in sessions can help you tailor your pull-out instruction to address specific needs, and vice versa. Regularly sharing data and observations with the general education teacher can also enhance collaboration and ensure that all instructional decisions are informed by a comprehensive understanding of each student’s progress.
Conclusion: Putting It All Together
Supporting ELL students effectively requires a strategic approach in both pull-out and push-in sessions. By prioritizing language objectives, utilizing small group instruction, incorporating multi-sensory learning, collaborating closely with classroom teachers, scaffolding effectively, and facilitating peer interaction, you can make a significant impact on your students’ language development and overall academic success.
Remember, the key to success lies in how you combine these strategies to create a cohesive support system for your ELLs. By maximizing your time and efforts in both pull-out and push-in settings, you can provide the targeted, responsive instruction that your students need to thrive.
Thank you for joining me today on Equipping ELLs. I hope these tips help you feel more confident and prepared as you work to support your ELL students. If you found this episode helpful, be sure to subscribe and share it with your colleagues. I’m Beth, and I look forward to continuing this journey with you in our next episode!