What does the most current neuroscience, biliteracy and translanguaging research say about teaching Culturally and Linguistically Diverse Emergent Bilingual learners how to read? What are the factors that facilitate and roadblocks that inhibit Emergent Bilingual students from learning how to read in English?
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Accelerating Your English Learners’ Reading Comprehension, Vocabulary Development and Reading Fluency
What does the most current neuroscience research say about teaching reading comprehension, vocabulary development and reading fluency to students whose first language is not English?
What All School District Administrators Need To Know About How To Differentiate Reading Instruction for Superdiverse EL/ML/Emergent Bilingual Learners: Policies, Procedures, Processes, and Practices©
What does the most current neuroscience, biliteracy and translanguaging research say about teaching Culturally and Linguistically Diverse Emergent Bilingual learners how to read? What are the roadblocks that inhibit Emergent Bilingual students from learning how to read in English – and the factors that facilitate their learning?
Foundation-Frameworks-Tools Model Review – Recommendations – Results: English Learner Program Quality Review Process©
Based on Mind-Brain-Health-Education Science (MBHE), Knowledge Management (KM), organizational psychology, biliteracy and language acquisition research, Jo Gusman’s Foundation-Frameworks-Tools Model© empowers administrators and teachers with a strong knowledge base and the tools and talents they need to effectively work with English learners (EL), Multilingual learners (ML), and Emergent Bilingual (EB) and all Culturally and Linguistically Diverse (CLD) learners.
Every Student Succeeds Act (ESSA) and Your English Learners From Policy to Practice to Ensure English Language Proficiency and ELA/Reading Achievement 2-Day Institute
Helping English learners develop English language and literacy proficiency has always been a priority for teachers and administrators. Its importance has only been heightened with the advent of ESSA accountability directives and requirements to establish, implement and sustain high-quality English language development programs designed to ensure that English learners develop both English language and content area proficiency, specifically ELA/reading and math.
Ayudando a Su Hijo A Tener Éxito En La Escuela – Helping Your Child Succeed In School (Workshop for Spanish-speaking families)
Jo Gusman will empower Spanish-speaking parents and caregivers and their children with a neuroscience-based foundation to explore how the Bilingual-Biliterate-Bicultural-Bicognitive© brain learns, and how to nurture their child’s abilities and build upon their strengths. Jo will share a variety of practical ideas for incorporating the use of Mind-Brain-Health-Education science into their daily activities and when helping their children with their homework.
Keynote Address
As Jo Gusman likes to say, “We’re all in the same choir – the Advocates for Culturally and Linguistically Diverse Learners Choir.” When we sing as a choir we come together as a group of individuals with our own unique talents and experiences, but we work as a team to create something bigger than ourselves – para server – to be of service.
Tailored Keynote Address
Jo Gusman will work with you to create a meaningful and purpose-filled keynote address that aligns to your conference or professional learning workshop theme and message.
Listen-Learn-Lead: Solution-Seekers Coaching and Mentoring Process© Video Conference, Conference Call, E-mail Consultation©
Our Listen-Learn-Lead: Solution Seekers Coaching and Mentoring Process© refers to our teacher and school leader learning process that is grounded in day-to-day practice and is designed to enhance English Language Development and Reading instructional practices with the intent of improving student learning, specifically for EL/MLL/Emergent Bilingual and all Culturally and Linguistically diverse (CLD) learners.
