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Project GLAD

Guided Language Acquisition Design

Project GLAD (Guided Language Acquisition Design) is an effective instructional model for teaching English language development (ELD) and literacy. The award-winning Project GLAD model created by Marcia Brechtel is based on the extensive research-base of second language acquisition, brain research and effective literacy practices for second language learners. GLAD is a strandards-based ELD instructional model that promotes high levels of academic language and achievement for students at all levels of English proficiency. 

The Project GLAD training is an intensive seven-day training. The first two days consist of an overview of the instructional model, including the research base, theoretical framework, and backwards planning process of creating content-based ELD units in Science and Social Studies. During the two day training, teachers also learn about the components of the GLAD model, as well as multiple effective ELD and SDAIE strategies within each component.  The four components of Project GLAD consist of the following:

  • Focus/Motivation (which is very similar to building background)
  • Input (ways to make cognitively complex concepts understandable to students)
  • Guided Oral Practice (practice of key vocabulary and language objectives)
  • Reading/Writing (modeled, shared, collaborative, guided and independent)
The focus and motivation component of the Project GLAD ELD instructional model consists of strategies designed to build background knowledge, motivate students, activate prior knowledge, and enhance academic language. The input component consists of various comprehensible input strategies that enable teachers to provide core content instruction to students at all proficiency levels in a comprehensible and understandable way. The guided oral practice component provides multiple comprehensible output strategies designed to promote the development of academic language. The reading and writing component highlights effective reading and writing strategies that can be taught whole group through teacher modeling, small group cooperative team opportunities, small group teacher-led instruction, and independent activities.
 
After the two day training, the Project GLAD training consists of an additional five days of classroom demonstration lessons. Participants are able to observe one of the Project GLAD presenters teaching an ELD unit to a group of students, while another Project GLAD presenter coaches participants in the back of the classroom. Teachers watch the classroom demonstration each morning, and the afternoon sessions are dedicated to debriefing, reflection, and planning.
 
Project GLAD is a powerful and academically challenging ELD instructional model that promotes high levels of proficiency in English. Project GLAD training provides intensive professional development to teachers of English learners, and one of the best things about the training is that teachers will be able to see the strategies being taught in action! When teachers are able to see the strategies being demonstrated with students, it makes all the more sense to them and improves the likelihood of implementation at the classroom level.
 
Teachers who have been trained in the SIOP model of ELD would benefit greatly from Project GLAD training, as the two instructional models complement one another well. 
 
For more information regarding the Project GLAD instructional model of ELD or additional information about Project GLAD training, please visit the Project GLAD website.