Registration restriction:  CPS Regular and Charter School employees with an earned BA/BS degree

Everyone is automatically added to the Waitlist until the course start date. 

If you are on the "WAITLIST" you have been registered successfully.

Class format: Blended delivery (face to face sessions , plus online work)

When:  Class sessions at Nixon Elementary - Thursdays - 4:30-7:30pm (May 31, June 7, 14, 21, and FRIDAY AM June 22 (9:30-12:30)

Address: 2121 N Keeler

Park:  Parking lot is North of the school

Enter: Main entrance on Keeler near middle of building 

Text (needed for FIRST class):  Academic Language in Diverse Classrooms: Definitions and Contexts (e-book recommended)

AUTHOR: Margo Gottlieb, Gisela Ernst-Slavit
PUBLISHER: Corwin Press
ISBN: Kindle Version (recommended): ISBN-13: 978-1452234786 -OR- ISBN-10: 1452234787
ISBN: Print Version - ISBN-13: 978-1452234786 -OR- ISBN-10: 1452234787 PURCHASE FROM: Corwin Press, or any vendor of your choice.

Course Credit Registration

An additional registration as a student at Brandman University is required by the end of the 4th week of the course to obtain credit

Directions are provided after the course begins

Failure to register at Brandman within this period will require one to re-register and re-take the entire course at a later date.

Course Outcomes

  1. Define, compare, and contrast contemporary best practices for teaching English Language Learners language and content within bilingual programs.
    1. SIOP (Echevarria: Pearson/Allyn and Bacon) – Preparing, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Delivery. Review/Assessment
    2. MMECCA (Voltz, Sims, and Nelson, ASCD) – Methods, Materials, Environment, Content, Collaboration, Assessment
    3. Differentiated Instruction (Carol Ann Tomlinson)
    4. Multiple Intelligences (Gardner) – Spatial, Verbal Linguistic, Logical-mathematical, Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist
    5. Tiered Lessons (Adams and Pierce) - teaching one concept and meeting the different learning needs in a group
    6. Cooperative Learning (Johnson and Johnson) - positive interdependence (a sense of sink or swim together), individual accountability (each of us has to contribute and learn), interpersonal skills (communication, trust, leadership, decision making, and conflict resolution), face-to-face promotive interaction, and processing (reflecting on how well the team is functioning and how to function even better) (Source:
    7. Learning Centers – differentiation within centers, or through use of multiple centers
    8. Brain Research (4MAT –
    9. Thinking Maps
  2. Locate and evaluate print, multimedia materials, games, and resources for teaching English Language Learners language and content within bilingual programs.
  3. Develop short and long term plans to demonstrate ability to integrate teaching of language skills within disciplines and differentiate instruction to meet the varied needs of English Language Learners within bilingual programs
  4. Evaluate, select, and make available electronically a variety of web-based resources for teaching language and content to English Language Learners within bilingual programs.
  5. Adapt materials, instructional methods and assessment to meet the needs of bilingual students based on study of implications of current research findings and innovative teaching techniques

IL Section 27.425 ESL Standards for ESL Teachers

  • IL27.425B-2A: demonstrates the ability to properly assess content instruction in the primary and target language in order to make appropriate instructional decisions
  • IL27.425B-2E: demonstrates knowledge of selection of instructional materials for the bilingual classroom and ensures materials and resources are appropriate for the program model and local context


Here is the course outline:

EDEU9389 - Course Texts

1) Making Content Comprehensible - 5th Edition (Echevarria, Vogt, et al) - Order from any vendor - print or electronic version acceptable 2) WIDA Amplified Standards - download at no cost from > Download Library > WIDA Amplified Standards 3) Academic Language Function Toolkit - download at no cost from

Face-to-Face Session Overview

This section outlines the content and related readings for the instructor led face-to-face sessions.

Introduction and Logistics

This section introduces you to many details about the course, ASPD, and Brandman to help assure your success when working in the course.

Course Resources

Resources for use during the course, and in your professional practice are included in this section.

Differentiating instruction and assessment for English Language Learners

This module presents information about the types of differentiation, student characteristics to consider when differentiating, and methods for differentiating instruction and assessment. The module begins with an overview of differentiation and then introduces information about the unique considerations for differentiating instruction and assessment for English Language Learners.

Multiple Intelligences (5 hours)

In this module, you will explore Multiple Intelligences and consider the value of applying these theories in the teaching of ELLs. You will demonstrate your ability to apply your understanding of WIDA within this learning theory. Approximately 5 hours will be needed to engage with the learning resources and develop a project to demonstrate your ability to integrate WIDA principles with Multiple Intelligences to effectively teach ELLs content and language.

Multiple Intelligences and WIDA Can-Do Statements (2.5 hours)

In this module, you will carefully evaluate the WIDA CAN-DO Statements with consideration for Multiple Intelligence Theory. This project is anticipated to take about 2 1/2 to 3 hours.

Cooperative Learning and ELs (6-8 hours)

In this module, you will explore the principles of Cooperative Learning and how it is used in an ESL classroom. You will create a two part Professional Development presentation to demonstrate your understanding of this content. The presentation will be published a YouTube Channel you will create before creating the presentation. Approximately 6-8 hours will be needed to view the videos, create your presentation, and publish your work.

Techology for Teaching and Learning - Video Upload and Transfer Practice

This module provides you with an opportunity to practice using Knovio and your YouTube Channel to create and publish a narrated presentation and submit it through the OnlineClassrooom.

Selecting Key Vocabulary for Instruction with ELLs

Strategies for Supporting Vocabulary Development in ELLs

SIOP in the Classroom: Integrating SIOP and other Instructional Models

This module extends and integrates with content from the course text to enhance understanding of the SIOP model.

Course Feedback