Project GLAD is an instructional model that incorporates many research-based and highly effective instructional strategies. Using Project GLAD, teachers deliver academic content and language while using an integrated, balanced literacy approach. While originally developed for ELLs (English Language learners,) it benefits all students through the use of high-level thinking and academic language, as well as cross-cultural skills. Students taught in a GLAD classroom are prepared to be effective, literate citizens of a global society.
When visiting a classroom using GLAD strategies, you will notice high-level vocabulary, and walls "dripping with language." The GLAD model provides a language-rich constructive environment and employs a variety of student interaction techniques that instill the love and fun of learning!
The Kelso School District has been training teachers in Project GLAD for over 10 year. Project GLAD™ is a model of professional development in the area of language acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and cross-cultural skills. Tied to the common core standards, the model trains teachers to provide access to core curriculum using local district guidelines and curriculum.
Project GLAD™ is an instructional model with clear, practical strategies promoting positive, effective interactions among students and between teachers and students. Project GLAD™ develops metacognitive use of high level, academic language and literacy. During the staff development, teachers are provided with the instructional strategies, the theory and research that support the model, and the curriculum model that brings these all together in the context of district and state frameworks and standards. The second part of the training is a demonstration session in the classroom where the model is demonstrated with students.
Project GLAD™ training results in teachers’ renewed commitment to high expectations and high standards for all students. The results for students have been continued gains in standardized test scores as well as renewed involvement in a classroom that is, not only student-centered, but fosters a sense of identity and voice.
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