KAGAN STRUCTURES FOR ESOL

Kagan Structures to Skyrocket Comprehension and Fluency!

2 Day workshop

What are the most effective ways to meet the educational requirements of English Language Learners (ELLs) or English for Speakers of Other Languages (ESOL) students in contemporary classrooms?

How can we facilitate the acquisition of crucial reading, writing, and speaking skills required for academic success across diverse subjects among students with limited or no English proficiency?

Kagan Structures, utilizing cooperative and communicative teaching methodologies, are invaluable resources for enhancing English fluency while conveying academic knowledge. By incorporating interactive structures, students are exposed to more functional language and have the opportunity to practice language more effectively.

To effectively support ELLs/ESOL students, educators must familiarise themselves with the stages of English language acquisition and utilise Kagan Structures tailored to the needs of students at each stage. These structures are ideal for regular classroom teachers, ESL teachers, project directors, and coordinators seeking to empower English learners in their classrooms.

Additionally, it is essential to create an inclusive learning environment that recognises and values the diverse linguistic and cultural backgrounds of ELLs/ESOL students. Educators should incorporate culturally relevant materials, such as literature and multimedia, that reflect the students' heritage, history, and experiences, thereby promoting cultural pride and identity.

Furthermore, building relationships with ELLs/ESOL students and their families through regular communication and outreach efforts can establish a supportive and collaborative partnership that enhances student learning outcomes.

Ultimately, a comprehensive approach that incorporates effective teaching strategies and culturally responsive practices is essential for meeting the academic and socio-emotional needs of today's diverse ELLs/ESOL population.

Workshop Highlights

  • Incorporate culturally responsive practices to facilitate English language acquisition and promote cultural pride and identity among ELLs/ESOL students.

  • Utilise Kagan Structures to integrate language learning with academic success, based on the stages of English language acquisition, and provide fun, motivating activities that engage students at every stage.

  • Bridge the achievement gap for second language learners by implementing cutting-edge strategies that combine language and content knowledge.

  • Establish a safe and supportive learning environment that encourages the development of language skills through rich team and pair interactions.

  • Teach language skills in context, utilising a range of effective techniques to ensure that ELLs/ESOL students can practice language skills in meaningful ways.

  • Manage your classroom effectively to optimize success for ELLs/ESOL students, providing targeted support services and resources as necessary.

  • Stay up-to-date with the latest research in language acquisition and related fields to continue improving teaching practices and student outcomes.

  • Incorporate technology and digital resources to enhance language learning opportunities and provide students with additional support and practice materials.

With your attendance, you will receive:

  • Kagan Structures for ESOL Learners Workbook

  • Discount option to purchase bonus materials:

    • Classbuilding SmartCard

    • Communication Boosters SmartCard

    • Paraphrase Chips

    • Same-Different Fairy Tales Book

    • Same-Different Holidays Book

    • Smart Card: Second Language Learning

    • Talking Teamwork Poster Set (6 posters)

    • Teambuilding Chips

    • Teambuilding SmartCard

  • “I really enjoyed this session. I have a lot of great ideas to take back to my school. I work across grades and really believe this will help achieve my goal of building a positive community!”

    —QUANNA WALLACE, K-4 DEAN OF STUDENTS

  • “I love how we transitioned between classbuilding and teambuilding and content application. It was beneficial for us and our students will benefit from the portability.”

    —HELEN DAVIS, TEACHER

  • “Very engaging! Looking forward to using the teambuilding and classbuilding structures for fun and content!”

    —KACY BOYETT, 1ST GRADE TEACHER

  • “Thank you for sharing this with all of us! I believe implementing these amazing structures, principles, classbuilding, teambuilding teams, management and social skill tools will change the lives of children all over the world as well as those who teach them. Thank you so much!”

    -NIKKIE HOTZE, 1ST GRADE TEACHER

  • “While I know that creating a safe classroom that feels like a family environment is important I have not always created this environment because I did not feel that we could do non-academic teambuilding. I'm excited to do this now!”

    -MARI MOONEYHAM-HARRISON, TEACHER

  • “Well worth coming to! Teaches content along with a variety of teambuilding, classbuilding, functional skills that adults and children need.”

    -GINA LANDTISER, 2ND GRADE TEACHER

  • “When teachers are effective in structuring group membership and tasks, and in training students in collaborative skills, the evidence shows positive gains in academic, social and attitudinal outcomes”

    -Quality Teaching for Diverse Learners in Schooling, BES., p.64

  • “As a Beginning Teacher, I have found the Kagan Cooperative Learning structures and strategies invaluable. Kagan was an integral part of my classroom set up and gave me the skills to manage behaviour positively. The children want to learn because they find class fun and exciting. The detailed and step by step training gave me the confidence to teach in all areas cooperatively. ”

    — LEONIE M., PCT, AUCKLAND

  • “…they need to be teaching this at teacher training as it makes everything so easy...”

    -B. Jones, Music Teacher, Manawatu

  • “Teaching includes specific training in collaborative group work...and students demonstrate effective co-operative and social skills that enable group processes to facilitate learning for all participants.”

    — Quality Teaching for Diverse Students in Schooling, BES., Appendix D

  • “Kagan really came out positively in the IEPs we just did, because our non-verbal ORS funded children had made such gains.”

    -T. Mackay, DP, Auckland

  • "Pedagogies built on these concepts are collaborative and reciprocal. Māori students benefit from a cooperative learning environment, and being able to discuss things with their peers in smaller groups facilitates Māori students’ learning"

    https://theeducationhub.org.nz/seven-principles-to-effectively-support-maori-students-as-maori/